task hazard analysis

February 2019

Task Hazard Analysis

General (GEN)

Assisting Students with Personal Hygiene Needs ............................................................... 1

Bite Care of Human, Animal, and Insect Bites ................................................................... 2

Body Fluids Clean-up ......................................................................................................... 3

Classroom and Teaching Equipment Clean-up ................................................................... 4

General Use of Electrical Equipment.................................................................................. 5

Genie Lift AWP 30 S .......................................................................................................... 6

Ladder Usage (general) ....................................................................................................... 7

Ladder Usage (portable/extension ladder) .......................................................................... 8

Ladder Usage (step ladder) ............................................................................................... 10

Lifting or Transferring Students ....................................................................................... 11

Operation of School Stores ............................................................................................... 12

Plaster of Paris – Mixing, Sanding, and Handling ............................................................ 14

Proper Hand Washing Technique ..................................................................................... 15

Replacing Lamps in Projectors – Models NP110/NP115/NP215..................................... 16

Replacing Lamps in Projectors – Models NP410/NP510W/NP610S .............................. 17

Skin and Scalp Infections (Response to)........................................................................... 18

Use of Kiln ........................................................................................................................ 19

Science (SCI)

Bunsen Burner .................................................................................................................... 1

Concentrated Acids – Use and Storage ............................................................................... 2

Culture Plates (Use of) ........................................................................................................ 3

Dissecting Specimens ......................................................................................................... 4

February 2019

Task Hazard Analysis Science (SCI) continued…

Heating Liquid in a Test Tube (With a Bunsen Burner) ..................................................... 6

Induction Coil ..................................................................................................................... 7

Inserting/Removing Glass Tubing ...................................................................................... 8

CTS – Construction (CON)

Band Saw ............................................................................................................................ 1

Circular Saw ....................................................................................................................... 3

Compound Mitre Saw and Sliding Compound Mitre Saw ................................................. 5

Drill Press ........................................................................................................................... 6

Jointer.................................................................................................................................. 7

Radial Arm Saw .................................................................................................................. 9

Router................................................................................................................................ 11

Router Table ..................................................................................................................... 13

Sander – Mounted (Disc/Belt) .......................................................................................... 15

Table Saw ......................................................................................................................... 17

Thickness Planer ............................................................................................................... 19

Wood Lathe ....................................................................................................................... 21

Wood Shaper ..................................................................................................................... 23

CTS – Fabrication (FAB)

Abrasive Cut Off Saw ......................................................................................................... 1

Arc Cutting (Air Carbon/Plasma) ....................................................................................... 2

Arc Welding (Shield Metal/Flux/Gas Tungsten/Plasma) ................................................... 3

Bench/Pedestal Grinder ...................................................................................................... 6

February 2019

Task Hazard Analysis CTS – Fabrication (FAB) continued…

Metal Lathe/Milling Machine ............................................................................................. 8

Oxyacetylene Welding/Cutting ........................................................................................... 9

Soldering ........................................................................................................................... 12

Wire Wheel/Buffer............................................................................................................ 13

CTS – Mechanics (MEC)

Batteries (Removal/Installation) ......................................................................................... 1

Battery Charger ................................................................................................................... 2

Booster Cables .................................................................................................................... 3

Brake Lathe ......................................................................................................................... 5

Car Ramps ........................................................................................................................... 6

Compressed Air .................................................................................................................. 7

Cooling System Repair (Radiator) ...................................................................................... 8

Engine Crane ....................................................................................................................... 9

Hoists/Wheel Alignment Machines .................................................................................. 10

Hydraulic Jacks ................................................................................................................. 11

Hydraulic Press ................................................................................................................. 12

Jack Stands ........................................................................................................................ 13

Operating Engines ............................................................................................................. 14

Pneumatic Tools ............................................................................................................... 15

Refueling Vehicles from Portable Containers .................................................................. 16

Sand Blasting (In Cabinet) ................................................................................................ 17

Strut Compressor .............................................................................................................. 18

Tire Machine ..................................................................................................................... 19

February 2019

Task Hazard Analysis CTS – Mechanics (MEC)continued…

Transmission Jacks ........................................................................................................... 20

Under Vehicle Maintenance/Repairs ................................................................................ 21

Valve Grinders .................................................................................................................. 22

Vehicle Movement ............................................................................................................ 23

Washing Parts (In a Solvent Tank) ................................................................................... 24

CTS – Foods (FOOD)

Deep Fryer .......................................................................................................................... 1

Dish Washing Machine ....................................................................................................... 2

Dough Mixer ....................................................................................................................... 3

Garburator ........................................................................................................................... 4

Knives ................................................................................................................................. 5

Meat Slicer .......................................................................................................................... 6

Microwaves/Ovens ............................................................................................................. 7

Ranges/Grills ...................................................................................................................... 8

Walk in Cooler/Freezer ....................................................................................................... 9

Caretaking (CAR)

Bleach Solution for Sanitization and Disinfection (Use and Preparation) .......................... 1

Bleachers and Risers (Set-up and Take down) ................................................................... 3

Body Fluids Clean-up ......................................................................................................... 4

Condom and Needle Debris Clean-up ................................................................................ 5

Employee Roof Access ....................................................................................................... 6

Flood and/or Water Damage Clean-up ............................................................................... 7

Flood and/or Water Damage Caused by Sewage or Contaminated Sources....................... 9

February 2019

Task Hazard Analysis Caretaking (CAR) continued…

Genie Lift AWP 30 S ........................................................................................................ 11

Ladder Usage (general) ..................................................................................................... 12

Ladder Usage (portable/extension ladder) ........................................................................ 13


Leaf Blower ...................................................................................................................... 16

Lock Out/ Tag Out – Electrical ......................................................................................... 17

Lock Out/ Tag Out – Fluids & Gases ............................................................................... 18

Lock Out/ Tag Out – Hydraulic/Pneumatic ...................................................................... 19

Lock Out/ Tag Out – Mechanical ..................................................................................... 20

Rodent Clean-up ............................................................................................................... 21

Air Handling Unit ............................................................................................................. 22

Cubby Holes ..................................................................................................................... 24

Service Tunnels ................................................................................................................. 26

Spaces Above Fixed Ceilings ........................................................................................... 28

Storage Areas Under Stages .............................................................................................. 30

Mowers (Walk Behind and Riding) .................................................................................. 32

Support Services (SUP)

Bites - Care of Human, Animal, and Insect Bites ............................................................... 1

Employee Roof Access ....................................................................................................... 2

Flood and/or Water Damage Clean-up ............................................................................... 3

Flood and/or Water Damage Caused by Sewage or Contaminated Sources....................... 5

Genie Lift AWP 30 S .......................................................................................................... 7


February 2019

Task Hazard Analysis Support Services (SUP) continued…



Lock Out/Tag Out – Electrical .......................................................................................... 12

Lock Out/Tag Out – Fluids & Gases ................................................................................ 13

Lock Out/Tag Out – Hydraulic/Pneumatic ....................................................................... 14

Lock Out/Tag Out – Mechanical ...................................................................................... 15

Mowers (Walk Behind and Riding) .................................................................................. 16

Outdoor Vehicle Work ...................................................................................................... 18

Rodent Clean-up ............................................................................................................... 19

Weed Trimmer .................................................................................................................. 20

Band Saw .......................................................................................................................... 22

Circular Saw ..................................................................................................................... 23

Compound Mitre Saw and Sliding Compound Mitre Saw ............................................... 25

Drill Press ......................................................................................................................... 26

Jointer................................................................................................................................ 27

Radial Arm Saw ................................................................................................................ 29

Router................................................................................................................................ 31

Router Table ..................................................................................................................... 33

Sander – Mounted (Disc/Belt) .......................................................................................... 35

Table Saw ......................................................................................................................... 37

Thickness Planer ............................................................................................................... 39

Batteries (Removal/Installation) ....................................................................................... 41

Booster Cables .................................................................................................................. 42

Compressed Air ................................................................................................................ 43

February 2019

Task Hazard Analysis Support Services (SUP) continued…

Pneumatic Tools ............................................................................................................... 44

Air Handling Unit ............................................................................................................. 45

Cubby Holes ..................................................................................................................... 47

Service Tunnels ................................................................................................................. 49

Spaces Above Fixed Ceilings ........................................................................................... 51

Storage Areas Under Stages .............................................................................................. 52

Cooling Towers ................................................................................................................. 53

Sump Pits .......................................................................................................................... 55

Catch Basins ..................................................................................................................... 57

Confined and Restricted Space Entry (CRSE)

Air Handling Unit ............................................................................................................... 1

Cubby Holes ....................................................................................................................... 3

Service Tunnels ................................................................................................................... 5

Spaces Above Fixed Ceilings ............................................................................................. 7

Storage Areas Under Stages ................................................................................................ 9

Cooling Towers ................................................................................................................. 11

Sump Pits .......................................................................................................................... 13

Catch Basins ..................................................................................................................... 15

Information Technology Services (IT)

Genie Lift AWP 30 S .......................................................................................................... 1



Ladder Usage (step ladder) ................................................................................................. 5

February 2019

Task Hazard Analysis Information Technology Services (IT) continued…

Deploying Access Points in Schools ................................................................................... 6

Safe Work Procedures (SWP)

Assisting Students with Personal Hygiene Needs ............................................................... 1

Lockout/Tagout ................................................................................................................... 3

Scents in the Workplace...................................................................................................... 6

Informal Process ........................................................................................................... 7

Formal Process .............................................................................................................. 7

Appendix I – Memo to Staff ......................................................................................... 9

Bleach Usage .................................................................................................................... 11

Driving and Mobile Device Usage ................................................................................... 13

Personal Distress Alarm Usage ......................................................................................... 15

Working Alone ................................................................................................................. 17

Table Saw ......................................................................................................................... 18

February 2019

Code of Practice

Confined and Restricted Space Code of Practice (CRSCP)

Confined and Restricted Spaces .......................................................................................... 1

Regulations and Guidelines ................................................................................................ 1

Confined and Restricted Space Entry and Work Requirements ......................................... 2

Hazard Assessment ................................................................................................... 2

Worker Training ........................................................................................................ 3

Entry Permit System ................................................................................................. 3

Safety Precautions ..................................................................................................... 5

Protection from Hazardous Substances, Energy, and Conditions ............................. 5

Hot Work ................................................................................................................... 6

Unauthorized Entry ................................................................................................... 7

Engine Exhaust Hazards ........................................................................................... 7

Testing the Atmosphere ............................................................................................ 8

Ventilation, Purging and Inerting .............................................................................. 8

Emergency Response ................................................................................................ 9

Requiring a Tending Worker .................................................................................... 9

Retaining of Records ............................................................................................... 10

Confined Space Entry Summary ............................................................................. 11

Identifying Confined and Restricted Spaces ........................................................... 11

Types of Confined Spaces ....................................................................................... 11

Confined and Restricted Spaces in the District and Associated Hazards ................ 12

Service Tunnels....................................................................................... 12

Air Handling Units.................................................................................. 13

Cubbyholes ............................................................................................. 13

February 2019

Code of Practice Confined and Restricted Space Entry and Work Requirements continued…

Spaces Above Fixed Ceilings ................................................................. 14

Storage Areas Under Stages ................................................................... 14

Cooling Towers....................................................................................... 14

Sump Pits ................................................................................................ 15

Catch Basins ........................................................................................... 15

Areas Not Considered to be Confined/Restricted Spaces in District Facilities ................ 15

Attachment I: Confined/Restricted Space Identification Checklist .................................. 16

Attachment II: Sample Photographs of Confined/Restricted Spaces ............................... 18

Attachment III: Training Requirements ............................................................................ 24

Attachment IV: Emergency Response Guide ................................................................... 26

Attachment V: Confined/Restricted Space Entry Summary ............................................. 27

Forms ................................................................................................................................ 29

Confined Space Entry Permit (Level I)............................................................................. 29

Confined Space Entry Permit (Level II) ........................................................................... 30

Atmospheric Testing Record Form ................................................................................... 31

Task Hazard Analysis ....................................................................................................... 32

Respiratory Protective Equipment Code of Practice (RPECP)

Respiratory Protective Equipment ...................................................................................... 1


Hazard Assessment ............................................................................................................. 2

Airborne Hazards ................................................................................................... 2

Types of Respiratory Protection Equipment ....................................................................... 3

Air-Purifying Respirators ...................................................................................... 3

Air-Supplying Respirators ..................................................................................... 4

February 2019

Code of Practice Respiratory Protective Equipment Code of Practice (RPECP) continued…

Selection of Respiratory Protective Equipment .................................................................. 5

Worker Training and Fit Testing ........................................................................................ 8

Use, Care, and Maintenance of Respiratory Protective Equipment .................................... 9

Worker Health Assessment ................................................................................................. 9

Documentation .................................................................................................................. 10

Figure I: Choosing an Appropriate Type of Respiratory Protective Equipment............... 11

Attachment I: Health Screening Questionnaire ................................................................ 12

Attachment II: Respiratory Wearer’s Classification of Use ............................................. 13

Attachment III: Qualitative Respirator Fit Test Report .................................................... 14

Silica Code of Practice (SCP)

Silica Code of Practice (SCP) ......................................................................... 1


Hazard Assessment ............................................................................................................. 3

Worker Training ................................................................................................................. 3

Work Classification ............................................................................................................ 4

Type 1 Operations .................................................................................................. 4

Type 2 Operations .................................................................................................. 4

Type 3 Operations .................................................................................................. 5

Worker Protection ............................................................................................................... 5

Personal Protective Equipment .............................................................................. 5

Dust Control ........................................................................................................... 6

Contractor’s Responsibilities ................................................................................. 6

February 2019

Code of Practice

Silica Code of Practice (SCP) continued…

Testing the Atmosphere ...................................................................................................... 6

Worker Health Assessment ................................................................................................. 7

Retaining Records ............................................................................................................... 7

Asbestos Management Code of Practice (AMCP)

Asbestos .............................................................................................................................. 1


Asbestos Management Plan ................................................................................................ 2

Management Options ............................................................................................. 2

Identification of Asbestos-containing Materials .................................................... 4

Procedures and Protocols for Staff ........................................................................ 4

Communication ...................................................................................................... 5

Renovation and Maintenance Projects ................................................................... 5

Attachment I: Asbestos Questions and Answers ................................................................ 6

February 2019 GEN 1


Task

Assisting Students with Personal Hygiene Needs (Toileting, Diapering/Sanitary Products)

Specifics Possible Consequences

Physical o Lifting and handling

o Moving parts of

machinery

o Muscle strain

o Pinching and crushing

Chemical o Contact with bleach

(liquid or vapour)

o Interactions between

chemicals

o Skin and eye irritation

o Throat and lung irritation

o Loss of consciousness

Biological o Body fluids

o Bacteria, parasites,

viruses

o Infection

o Illness

Do

o Identify primary person for toileting and designate back up.

o Use a designated washroom.

o Cover cuts and sores on hands with band-aids or dressings and use latex

free gloves at all times.

o Use disposable supplies (i.e., diapers, change pads, and wipes). These

should be disposed of in leak resistant bags.

o Develop a plan, in consultation with parent(s)/ legal guardian(s) and

health professionals for the sanitary treatment of diapering materials. If

disposable diapering supplies cannot be used due to a student’s medical

condition, any non-disposable diaper must be leak proof and held in

place without the use of diaper pins (e.g., using Velcro-style fasteners).

o Place soiled clothing in leak resistant bag and use a plastic-lined

container provided by the parents to send soiled clothing, cloth diapers

or plastic/rubber pants to student’s home. This should be done on a

daily basis.

o Use leak resistant bags for items that must be disposed of.

o Follow the lifting/transferring technique demonstrated by the

occupational/physical therapist for toileting. Two staff may be required

for this process (see Task Hazard Analysis - Lifting and Transferring

Students).

o Follow the Safe Work Procedure for Assisting Students with Personal

Hygiene Needs (Diapering/Sanitary products).

Do Not

o Rinse and reuse diapers, plastic /rubber pants, or soiled clothing.

o Perform lifting/transferring for purposes other than toileting until

training is conducted by an authorized occupational/physical therapist.

February 2019 GEN 2


Task

Care of Human, Animal, and Insect Bites


Physical • •

Chemical • •

Biological o Exchange of body fluid

o Infection

Disease

Do

o Report human and animal bites on an Accident Report and First Aid

Record Form. (When reporting, indicate if bite has broken the skin).

Report severe insect bites and allergic reactions.

o Inform Principal if a human or animal bite breaks the skin. (Principal

will contact Area Superintendent who will notify Communicable

Diseases with Alberta Health Services if human bite occurs as well as

Animal Control if bite from a canine, feline, ferret, or any other rabies

carrying animal occurs).

o Consult qualified First Aider for treatment. If first aider has open cuts

or sores, cover prior to applying treatment.

o Be aware of allergic reactions.

o Wear protective equipment, if required (e.g., gloves, thicker clothing).

Do Not

o Avoid reporting bite incident.

February 2019 GEN 3


Task

Body Fluids Clean-up (e.g., blood, vomit, urine, fecal matter, saliva)


Physical

Chemical o Contact with disinfectant o Skin and eye irritation


Biological o Contact with body fluids

o Viruses

o Bacteria

o Infections

Do

o Isolate the area and/or person until body fluids are cleaned up.

o Review Material Safety Data Sheet (SDS) for specific purpose

disinfectant.

o Wear appropriate personal protective equipment (non-latex gloves).

o Cover fluid with towel or other absorbent material.

o Collect fluid with towel or other absorbent materials.

o Thoroughly wet the contaminated area(s) with disinfectant. For blood

spills let disinfectant sit for 10 minutes.

o After wiping up disinfectant, place all clean-up materials in a double

bag and dispose in outside commercial garbage container.

o Spray gloves with disinfectant before taking them off.

o Thoroughly wash hands with soap and water after taking off

disinfected gloves.

o Remove contaminated clothing.

o Thoroughly wash any exposed areas on person(s) with soap.

Do Not

o Mix bleach with chemicals or other cleaners as this may result in a

chemical reaction that would produce dangerous gas (e.g., chlorine

gas).

February 2019 GEN 4


Task

Classroom and Teaching Equipment Clean-up


Physical o Sharp edges

o Cuts or abrasion

Chemical o Contact with

manufacturer’s disinfectant


Biological o Bacteria

o Viruses

o Infection

Do

Classroom

o Keep table surfaces clean and clear of unnecessary items.

o Keep all furnaces and univents clear of furniture and material for a

minimum of 1 meter (to maintain accessibility for maintenance and

air quality in the room).

o Maintain a clutter free classroom and limit the over accumulation of

materials in the classroom environment to allow caretaking to clean

properly on a daily basis.

Equipment

o Clean and maintain teaching equipment shared between individuals

in the classroom with warm water and mild detergent. If specified,

follow manufacturer’s instructions.

Do Not

Classroom

o Accumulate unnecessary materials (e.g., clutter around desks, on

walls, overstocking shelves).

o Store food in classrooms beyond the school day.

Equipment

o Use visibly soiled or damaged equipment.

February 2019 GEN 5


Task

General Use of Electrical Equipment


Physical o Electric Current

o Burns/Organ Damage

o Fire/Explosion

o Electrical

Shock/Electrocution

o Death

Chemical

Biological

Do

o Use only electrical Equipment that is CSA (Canadian Standards

Association) and/or ULC (Underwriters Laboratory of Canada)

approved.

o Familiarize yourself with the safe operation of any and all electrical

devices within your workplace (i.e., ask for instruction, read owner’s

manual).

o Keep your fingers or other materials off the prongs of a plug while

inserting if into an outlet.

o Be aware of metal jewelry, such as bracelets, necklaces and rings.

Close proximity of metal jewelry while plugging in equipment could

create and electrical circuit resulting in and electrical shock or burn.

o Ensure electrical equipment plugs match the outlet.

o Ensure that exposed receptacle boxes are made of non-conductive

material.

o Use only approved power supplies.

o Inspect all electrical cords prior to use for missing ground (3rd) prong.

o Check to ensure that electrical devices are in proper working order

prior to using. Ensure there are no cracks, splits, damaged guards,

damaged cords or any other damage/excessive wear and tear that

could lead to an injury.

o Keep all electrical connections dry and off the ground.

o Turn off or unplug electrical equipment from outlet when not in use.

o Disconnect power supply or lock-out/tag-out electricity before

moving, cleaning, troubleshooting or conducting maintenance on

electrical equipment.

o Ensure only qualified and authorized electricians service and repair

electrical appliances, tools and equipment.

o Allow equipment to cool before putting on or taking off parts.

February 2019 GEN 6

o Ensure all defective electrical equipment is tagged “Out of Service”

and removed from use. For repair, place a Service Request by e-

mailing the Service Desk at [email protected].

o Report any additional safety concerns to your Supervisor.

Do Not

o Modify a plug.

o Use the cord for carrying, pulling or unplugging a piece of electrical

equipment. Pulling the cord could damage the cord and increase the

risk of shock.

o Use damaged cords or receptacles or cords that feel warm.

o Operate any electrical equipment after it malfunctions or has been

damaged in any manner.

o Touch or use electrical equipment with wet hands or in damp or wet

locations.

o Perform maintenance or repairs, remove a stuck item, or insert

anything other than what is specified for the equipment when it is

plugged in.

o Use any electrical devices with missing ground (3rd) prong.

o Disable any safety features.

o Use any adapter plugs (an adapter allowing electrical equipment from

one country to be plugged into the wall outlet of another country).

These adapter plugs provide no effective bonding (grounding) of an

electrical device that has a 3-prong plug and may cause a fire or

shock hazard in the event the electrical devise is defective or fails.

o Touch a person or electrical device in the event of an electrical

accident or incident until the power has been turned off.

o Daisy chain (i.e., plug extension cord into extension cord, power bar

into power bar, or power bar into extension cord).

o Use the equipment for anything other than its intended use.

mailto:[email protected]

February 2019 GEN 7


Task

Genie Lift - AWP 30 S


Physical o Working from heights

o Moving parts of machinery

o Electricity

o Collision

o Injury from falling or falling

objects


o Electrocution

o Property or personal damage

Chemical o Contact with hydraulic

fluid

o Contact with battery fluid

o Skin or eye irritation

Biological

Do

o Participate in training to become a certified operator.

o Obey the instructions and safety rules in the manufacturer’s operator

manual. (Contained in manual box on lift)

o Inspect the worksite for hazards including overhead obstructions.

Complete Hazard Report Form if necessary.

o Have two people lift and install battery pack.

o Have a ground person present in facility and in frequent

communication with operator. Ground person should be aware of

emergency procedures for operator assistance.

o Always perform a pre-operation inspection.

o Always perform function tests prior to use.

o Only use the machine as it was intended.

o Use appropriate personal protective equipment (hard hats are

mandatory and are provided with the lift for operator and ground

person).

o Take precautions when moving a Genie Lift up/down a sloped surface.

o Be aware of crushing hazard when grasping the platform guard rail.

o Ensure that the outriggers are disengaged before storing. Store in area

not accessible to unauthorized personnel or students.

Do Not

o Use the platform unless the base is level. (All four outriggers are

properly installed and the leveling jacks firmly contact the floor.)

o Exit the platform while raised. (If a power failure occurs, have ground

personnel activate the manual-lowering valve.)

o Allow untrained personnel or students to use this machine.

o Sit, stand, or climb on the platform guardrails.

o Have two people on the platform at one time.

February 2019 GEN 8

o Operate machine unless all systems are in good operating condition.

February 2019 GEN 9


Task

Ladder Usage - General


Physical o Pinch Point

o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological

Do

o Inspect ladder for cracks or broken joints

o Place your ladder on a stable, even, flat surface. Never place a ladder

on top of another object. Place the base of the ladder 1 foot away

from whatever it leans against, for every 4 feet of height to the point

where the ladder contacts at the top.

o Make sure the brace is locked in place, when using an A-frame

stepladder.

o Make sure the ladder extends at least three feet past the platform you

are climbing onto, if climbing onto another surface.

o Secure tall ladders by lashing or fastening the ladder to prevent

movement.

o Always face the ladder when climbing or descending.

o Keep both feet on the ladder - never put one foot on a rung and the

other foot on a different surface.

o Check for overhead electrical wires before setting up a ladder.

Do Not

o Climb higher than the second rung from the top on stepladders or the

third on straight or extension ladders, with the exception of step stools

or step stairs.

o Stand on the top or the paint shelf of a stepladder.

o Leave ladders unattended.

o Use items such as a chair, barrel, or box as a makeshift ladder.

o Use a portable ladder when other equipment is available.

o Paint or coat a portable ladder as it will prevent a person from viewing

current condition.

February 2019 GEN 10


Task

Ladder Usage - Portable / Extension Ladder



o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological

Do

o Inspect ladder for cracks or broken joints.

o Place the ladder feet 1/4 of the ladder’s working length (i.e. foot to top

support point) away from the base of the structure. For every 4 ft. high,

the base of the ladder should be out 1 ft. horizontally from the structure

(support point).

o Extend the ladder at least 1 m (3 ft.) above the landing platform

o Place the ladder on a firm, level footing. Use a ladder with slip- resistant

feet or secure blocking, or have someone hold the ladder. Please note that

securing a ladder at the foot does not prevent a side slip at the top.

o Rest both side rails on the top support and secure ladder to prevent

slipping.


o Clear area around base and top of the ladder of debris, tools, and other

objects.

o Tie off yourself with a safety harness when working 3 m (10 ft.) or more

off the ground or when working with both hands.

o Ensure that only one person is on a single-width ladder. Only one person

is allowed on each side of a double-width ladder.

o Maintain three-point contact by keeping two hands and one foot, or two

feet and one hand on the ladder at all times.

o Grasp the rungs when climbing a ladder, not the side rails. If your foot

slips on a ladder, holding onto rungs is easier than holding onto the side

rails.

o Rest the top of the ladder against a solid surface that can withstand the

load, not against windows.

o Guard or fence off the area around a ladder erected in an area where

persons have access.

o Secure the ladder firmly at the top to prevent it from slipping sideways or

the foot from slipping outwards.


Do

o Station a person at the foot of a ladder when it is not possible to tie at the

top or secure it at the foot. This is effective only for ladders up to 5 m (16

ft.) long.

o Ensure that the person at the foot of the ladder faces the ladder with a

hand on each side rail and one foot resting on the bottom rung.

o Attach hooks on top of ladder rails where ladder is to be used at a

constant height.

Do Not

o Use a ladder in passageways, doorways, driveways, or other locations

where a person or vehicle can hit it. Set up suitable barricades or lock

the doors shut.

o Place a ladder against flexible or moveable surfaces, or a window

o Straddle the space between a ladder and another object.

o Erect ladders on boxes, carts, tables, scaffold, or other unstable

surfaces.

o Use ladders on ice.

o Stand or rest a ladder on any of its rungs. Ladders must rest on both

side rails.

o Allow anyone to stand under a ladder.

o Lean or overreach from a ladder; move as required. Keep your center

of gravity between the side rails.

o Use a ladder in a horizontal position as a scaffold plank or runway.

o Carry objects in your hands while on a ladder. Hoist materials or

attach tools to a belt.

o Work from top three rungs. The higher a person goes on a ladder,

the greater the possibility that the ladder will slip out at the base.

o Join two short ladders to make a longer ladder. Side rails are not

strong enough to support the extra load.

o Paint wooden ladders. Defects may be hidden by the paint. Wood

preservatives or clear coatings may be used.



Task

Ladder Usage - Step Ladder



o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological

Do

o Use a stepladder that is about 1 m (3 ft.) shorter than the highest point

you need to reach. This gives a wider; more stable base and places

shelf at a convenient working height.

o Open the stepladder spreaders and shelf fully.

o Check stability. Ensure that all ladder feet are on a firm, level, and on

a non-slippery surface.

o Place a stepladder at right angles to the work, with either the front or

back of the steps facing the work.

o Keep the stepladder close to the work.

o Face the stepladder when climbing up or down. Keep your body

centered between side rails. You have climbed too high if your knees

are above top of the stepladder or if you cannot maintain a handhold

on the ladder.

o Maintain a firm grip. Use both hands when climbing.

Do Not

o Overreach. Keep your center of gravity between the side rails of the

ladder. Move a stepladder when needed.

o ‘Shift’ or ‘walk’ a stepladder when standing on it.

o Stand, climb, or sit on the stepladder top or pail shelf.

o Overload. Stepladders are meant for one person. (not to exceed load

capacity of ladder)

o Use a stepladder as a brace or as a support for a work platform or

plank.

o Push or pull stepladders from the side. Repeated sideways movement

can make ladders wobbly since they are weaker or less stable in those

directions.



Task

Lifting or Transferring Students


Physical o Lifting and handling


o Muscle strain


Chemical


o Infection

o Illness

Do

o Have principal/designate notify authorized occupational/physical

therapist to provide training.

o Ensure annual training, where required, is conducted by authorized

occupational/physical therapist.

o Ensure that the principal/designate in consultation with parent/legal

guardian establishes an interim plan while waiting for training. Interim

plan options may include:

- The parent/legal guardian is available to lift/transfer student when

required.

- The student does not attend school until the teacher and/or

assistant is trained by an authorized occupational/physical

therapist.

- Lifting/transferring, prior to training, of any particular student

may be done if staff involved has a history of training in

lifting/transferring, but only for toileting. Two staff members

should be involved when lift/transfer is performed.

o Contact authorized occupational/physical therapist for additional

training if the staff member still feels uncertain after initial training

session. Have two staff members involved until additional training

occurs and only perform lifts/transfers for toileting.

o Contact authorized occupational/physical therapist for a new

assessment and additional training if there are any changes to the

student’s condition.

Do Not

o Use specialized student lifting equipment until an authorized

occupational/physical therapist has demonstrated the proper use of the

equipment.

o Perform lifting/transferring for purposes other than toileting until

training is conducted by an authorized occupational/physical therapist.



Task

Operation of School Stores


Physical o Sharp utensils

o Hot appliances

o Hot food/water

o Cuts

o Burns

Chemical o Contact with cleaning

products

o Poison



Biological o Improperly prepared foods o Food poisoning

Do

o Obtain a permit from Alberta Health Services – Environmental Health.

Permit must be renewed as required.

o Ensure school store facility meets Alberta Health Services

requirements for products supplied.

o Ensure products are supplied appropriately.

o Obtain foods from approved sources only. Approved sources are those

that have a current permit with Alberta Health Services.

o Store materials in a clean, dry place off the floor in storage units

appropriate to the product (e.g., milk, perishables in refrigerator, and

frozen goods in freezer).

o Establish procedure for rotating and removing dated goods. Avoid

using products that are beyond the best before date.

o Store foods separately from cleaning products.

o Thoroughly wash hands before handling foods and after handling raw

foods and money.

o Cover cuts and sores prior to handling any food.

o Ensure proper training is provided. (See Food Permit Guidelines in

Appendix of Infection Control Section of OH&S Manual).

o Hang standardized signage indicating that formula 333 is used in area.

Obtain signage from OH&S.

o Ensure school store facility is routinely cleaned and maintained.

Refrigerator should be cleaned once per month (weekly recommended,

monthly at a minimum).

o Be alert for mice or insect infestations and take immediate action if

evidence exists by submitting an SR to the Service Desk advising of details

on where the evidence of rodents was found and requesting pest control.

(Refer to Task Hazard Analysis Rodent Cleanup)


Do

o Take Note: Refrigerators should be an adequate size for the volume of

food stored inside and should be monitored with a thermometer.

o Ensure appropriate disposal procedures for waste materials.

Do Not

o Mix cleaning products.

o Cross contaminate food and cleaning products.

o Sell items not authorized by your permit.

o Neglect appropriate training requirements.

o Store food and chemicals in same refrigerator.

o Store personal and commercial food items together.



Task

Plaster of Paris - Mixing, Sanding, and Handling


Physical o Dust/respiratory particulate

o Temperature of chemical

reaction

o Respiratory irritation

o Burn

o Skin irritation

o Allergic reaction

Chemical o Reaction of chemicals

o Burn

o Skin irritation

Biological

Do

o Use and wear appropriate personal protective equipment (i.e. dust

mask) when mixing or sanding. All individuals present in the room

should be wearing PPE for the duration of dust creating activity.

o Take Note: Any individual mixing Plaster of Paris should wear gloves

as identified in SDS.

o Ensure that when disposing of Plaster of Paris, the mixture is dry,

placed into a plastic garbage bag, top of bag tied closed and disposed

of in a regular garbage bin.

o Purchase Plaster of Paris from a District approved source only.

o View SDS for Plaster of Paris prior to use.

Do Not

o Pour Plaster of Paris (dry or mixed) down the sink, toilets, or drains.

o Apply directly to skin surfaces or face.



Task

Proper Hand Washing Technique


Physical

Chemical

Biological o Bacteria

o Viruses

o Infection

Do

o Wet hands thoroughly.

o Apply soap.

o Rub hands vigorously for at least 20 seconds. Wash all surfaces of your

hands, including the backs of your hands.

o Rinse hands well under running water.

o Dry hands with a towel.

o Use towel to turn off taps.

o Use hand washing hygiene when hands soiled, before and after eating,

applying first aid, handling food, after using the toilet, wiping nose, or

contact with blood, body fluid, wastes or soiled equipment.

Do Not

o Just use water when washing hands. Must always use soap.

o Use alcohol based rubs (e.g., hand sanitizer) in place of hand washing

when hands are soiled.



Task

Replacing Lamps in Projectors Models: NP110/NP115/NP215


Physical o Electrical Shock

o Broken Glass

o Hot surfaces

o Burns, electrocution

o Cuts

o Burns

Chemical

Biological

Do

o Follow manufacturers’ guidelines for use and maintenance.

o Make sure projector is unplugged prior to replacing the lamp.

o Use proper replacement lamp: NP13LP.

o Use proper screw driver (Phillips).

o Remove the lamp cover (loosen the lamp cover screw and push and

slide the lamp cover off).

o Make sure the lamp housing is cool enough before removing it.

o Remove the lamp housing (loosen the three screws securing the lamp

housing and remove the lamp housing by holding it).

o Install a new lamp housing.

o Reattach the lamp cover and be sure to tighten the screws.

Do Not

o Touch the lamp immediately after it has been used.

o Remove any screws except the one lamp cover screw and three lamp

housing screws.

o Break the glass on the lamp housing.



Task

Replacing Lamps in Projectors Models: NP410/NP510W/NP610S


Physical o Electrical Shock

o Broken Glass

o Hot surfaces

o Burns, electrocution

o Cuts

o Burns

Chemical

Biological

Do

o Follow manufacturers’ guidelines for use and maintenance.

o Make sure projector is unplugged prior to replacing the lamp.

o Use proper replacement lamp:

NP07LP (for models NP510W and NP610S)

NP14LP (for model NP410)

o Use proper screw driver (Phillips).

o Remove the lamp cover (loosen the lamp cover screw and push and

slide the lamp cover off).

o Make sure the lamp housing is cool enough before removing it.

o Remove the lamp housing (loosen the two screws securing the lamp

housing and remove the lamp housing by holding it).

o Install a new lamp housing – secure in place with the two screws.

o Reattach the lamp cover and be sure to tighten the screws.

Do Not

o Touch the lamp immediately after it has been used.

o Remove any screws except the one lamp cover screw and two lamp

housing screws.

o Break the glass on the lamp housing.



Task

Response to Skin and Scalp Infections (e.g., Head Lice, Scabies, Fleas)


Physical

Chemical

Biological o Parasites/Viruses/Bacteria/Fungi

o Skin irritation

Do

o Watch for symptoms such as: constant itching and red marks/rash.

o Inform - Teachers must inform Principals of skin and scalp infections in

their classrooms.

o Notify - Principals will notify Area Superintendent when an infestation

occurs.

o Notify Health Authorities - Area Superintendent will notify the Public

Health Nurse from Alberta Health Services, of infestation, and follow

directions provided.

o Utilize the Alberta Health Services website as an additional resource to the

Public Health Nurse. www.albertahealthservices.ca

o Limit sharing of clothing and grooming items (e.g., headgear, combs,

brushes, etc.).

Do Not

o Ignore symptoms.

http://www.albertahealthservices.ca/



Task

Use of Kiln


Physical o Bumping head

o Over reaching

o Extreme temperatures

o Fire

o Bruising

o Muscle Strain

o Burns

Chemical o Air Quality

o Fumes

o Vapours

o Suffocation/Asphyxiation


o Rash

Biological

Do

o Operate the kiln according to manufacturer’s instructions.

o Periodically check the kiln when firing and be sure that the kiln shuts

off at the scheduled time.

o Avoid firing overnight or when the school is not occupied.

o Ensure the exhaust fan is operating when firing the kiln.

o Keep combustibles away from the kiln such as paper, cardboard, etc. 

o Ensure the lid to the kiln is secured when loading and unloading. Place

a prop against the lid as a precaution (for example a piece of wood).

o Unload the kiln when the outside of the kiln is cool to the touch. (If

there is a need to touch a hot or warm piece use heat resistant gloves.)

o Allow at least 18 inches of space between your kiln and adjacent walls

for SKUTT Kilnmaster Automatic Kilns, if you have a different kiln,

check the Manufacturer’s instructions for safe distances.

o Protect the eyes when observing kiln heat with a #2 or #3 tinted

welder’s lens.

o Turn all switches to “Off” before loading or unloading the kiln.

o Always vent the kiln properly. Turn on your kiln hood (or ventilation)

prior to loading or unloading minimizing exposure to vapours and

ceramic glaze dust.

o Always unplug/disconnect and Lockout/Tagout the kiln while making

any repairs. Refer all repair requests by SR to the Maintenance Service

Department (Service Desk).


Do Not

o Fire the kiln when students are present.

o Operate the kiln in a wet area.

o Remove hot pieces from the kiln.

o Plug in or unplug the kiln unless the circuit is off.

o Open the lid with the kiln turned on.

o Try to unload the kiln until the outside of the kiln is cool to

the touch.

o Load the kiln unless the lid is safely secured.

February 2019 SCI 1


Task

Bunsen Burner


Physical o Open flame

o Hot burner

o Burns

o Fire

Chemical o Gas leak

o Asphyxiation

o Explosion

Biological

Do

o Wear appropriate personal protective equipment (chemical safety

goggles, lab apron).

o Visually inspect burner and tubing to see that they are in good

condition.

o Check that flints on strikers are operational.

o Clear all combustibles from area.

o Place the Bunsen burner away from any overhead shelving,

equipment, or light fixtures.

o Ensure all gas jets are closed before opening the master gas valve.

o Ensure master gas valve is open only for the duration of required

activity.

o Review safety standards with students prior to performing the task.

Do Not

o Use matches or lighters to ignite burners.

o Handle a hot burner immediately after use.

o Leave open flames unattended and never leave the laboratory while

the burner is on.

o Allow students to use this equipment unless there is active, in the area,

supervision by a teacher or teaching assistant.

February 2019 SCI 2


Task

Concentrated Acids - Use and Storage


Physical o Dropping bottle

o Broken lid

o Cuts

o Bruises

Chemical o Contact with concentrated

acid

(liquid or vapour)

o Interaction between

chemicals


o Throat and lung

irritation/damage


o Burns

Biological

Do

o Review Material Safety Data Sheet (SDS) for specific acid.

o Visually inspect stock bottle for broken lids, container cracks, etc.

before picking up bottle.

o Store acids with concentrations greater than 2M in vented acid

cabinets.

o Store nitric acid away from other concentrated acids.

o Vent nitric acid bottles regularly (monthly).

o Store acetic acid in a flammable cabinet away from inorganic acids.

o Dilute concentrated acids in vented fume hoods.


goggles, gloves, and lab coat/apron).

o Hold stock bottle by placing hand over bottle label.

o Always add acid to water by slowly pouring concentrated acid down

the side of the flask into the distilled water.

o Swirl solution constantly while diluting.

o Apply workplace label to the new container in which acid will be

stored.

o Transport concentrated acids in protective sleeves while wearing

required personal protective equipment.

o Ensure eye wash station and shower are readily available.

o Neutralize acid spills with sodium bicarbonate (baking soda) and dilute

with water before cleaning up.

Do Not

o Work alone.

o Allow high school students to use concentrated acids unless there is

active, in the area, supervision by a teacher or teaching assistant.

o Have concentrated acids in junior high schools.

February 2019 SCI 3


Task

Use of Culture Plates


Physical

Chemical

Biological o Pathogenic Organisms

o Viruses/Bacteria/Fungi

o Infection

Do

o Use plastic disposable petri dishes.

o Note: Elementary students may only view images, not live specimens.

o Note: Junior High students may view live specimens that occur

naturally on mouldy bread or cheese. Please be aware of potential

allergies occurring from mould.

o Grow cultures only at room temperatures or in the range of 25oC to

32oC.

o Use a culture medium that is properly sterilized to avoid

contamination from other sources.

o Note: After inoculating the medium replace the cover and tape the

plate shut. Observations can be made through the cover.

o Clean up any spills using the following procedures:

- Put on disposable gloves.

- Place paper towels over spill.

- Pour disinfectant on top of towels and leave for 10 to 15 minutes.

- Wipe up the spill with the towels and discard in an airtight plastic

bag.

o Dispose of used cultures and plates in the regular garbage in a double

strength bag or double plastic bag.

o Wash hands thoroughly with soap and water following use of culture

plates.

Do Not

o Culture human pathogens. Elementary and Junior High students shall

not culture organisms.

* Definition of Culture - The growing of microorganisms, tissue cells, or other

living matter in a specially prepared nutrient medium. Such a growth or colony of

bacteria.

February 2019 SCI 4


Task

Use and/or Dissection of Specimens


Physical o Sharps (pins, scalpels)

o Cuts

o Skin punctures

Chemical o Contact with preserving

agents

o Dermatitis

o Absorption of chemical

o Skin and eye irritations

Biological o Use of non-approved

specimens

o Infection

Do


goggles, non-latex gloves, lab apron).

o Note: Specimens must be obtained from District sanctioned sources.

o Consult current District directives regarding use of approved

specimens to avoid possible infected specimens.

o Review Material Safety Data Sheets (SDS) for preservatives used for

specimen.

o Review safety standards for use of dissecting instruments and handling

of specimens with students.

o Ensure eye wash station is readily available.

o Rinse specimens thoroughly under running water.

o Note: Distribution and collection should be directly controlled by the

teacher.

o Ensure: The same person that is cutting should hold the specimen to

reduce risk of cuts.

o Remove blades from scalpel using protective gloves or blade removal

kit.

o Ensure soap is available to wash hands after dissection.

o Ensure instruments and cutting surfaces are thoroughly cleaned by a

teacher or teacher assistant after dissections are completed.

o Establish procedures with a caretaker for collection and disposal of

sharps and specimens.

o Dispose of specimens after dissection in a double bag. Inform

caretaker of contents before disposal in regular garbage.

o Dispose of scalpel blades and pins in appropriate container (designated

broken glass container). These containers may then be disposed of in

the regular garbage.

February 2019 SCI 5

Do Not

o Throw used blades or pins directly into garbage.

o Allow students to dissect specimens unless there is active, in the area,


o Use human fluid or tissue.

o Use specimens or specimens preserved in formaldehyde and formalin.

(Prohibited)

February 2019 SCI 6


Task

Heating Liquid in a Test Tube (with a Bunsen burner)


Physical o Hot liquid/glass

o Broken glass

o Ejected contents

o Burns

o Skin wounds

o Cuts

Chemical o Contact with skin

o Burns


Biological

Do


goggles, lab apron).

o Review Material Safety Data Sheets (SDS) for specific chemicals.

o Hold test tube at maximum feasible distance from flame.

o Gently move test tube to avoid overheating one area.

o Point test tube away from all people.

o Use correct tongs for holding test tube.

o Refer to Bunsen Burner Use - Task Hazard Analysis.

o Heat contents in a fume hood if toxic vapours will be produced.

o Ensure glassware is clean.


o Ensure spill kits are readily available

Do Not

o Adjust grip on test tube holder while heating.

o Heat flammable liquids with an open flame.

o Heat liquid in a sealed test tube.

o Leave unattended.

o Allow students to perform this procedure unless there is active, in the

area, supervision by a teacher or teaching assistant.

February 2019 SCI 7


Task

Induction Coil


Physical o Electromagnetic fields

o High voltage/current

o Electrocution

o Burns

o Pacemaker failure

o Death

Chemical

Biological

Do

o Handle with extreme caution.

o Follow manufacturer’s instructions.

o Use equipment only as a teacher demonstration.

o Complete demonstration on a stable and dry surface.

Do Not

o Touch ladder terminals.

o Touch any part of equipment when it is in operation.

o Use if equipment is damaged.

o Allow students to operate.

February 2019 SCI 8


Task

Inserting/Removing Glass Tubing


Physical o Broken tube

o Impaling

o Blood loss

o Muscle, nerve damage

o Cuts

Chemical

Biological

Do

o Wear appropriate personal protective equipment (impact glasses or

goggles, heavy gloves).

o Check size of tube compared to hole size.

o Use a safety grip or heavy gloves to hold tubing.

o Lubricate outside of glass tube with silicon.

o Check integrity of glass tubing.

o Use safety gloves for removal of glass tubing.

o Dispose of broken glass in appropriate container (designated broken

glass container). These containers may then be disposed of in the

regular garbage.

o Review safety standards with students prior to performing the task.

Do Not

o Use excessive force to push glass tubing into stopper.

o Use inappropriate sized tubing.

o Use lubricants other than silicon.

o Allow students to perform this procedure unless there is active, in the


February 2019 CON 1


Task

Band Saw


Physical o Flying objects/kickback

o Moving parts (blade)

o Noise (extended use)

o Pinch points

o Eye Injury o Cuts, severed fingers

o Hearing loss

o Bruising, lacerations

Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do

o Ensure you are trained in the use of this equipment or are working

under the direct supervision of someone who is.

o Look for knots and nails in material before you begin. Avoid them if

possible; if they cannot be avoided, be cautious when approaching

these areas with the blade.

o Wear appropriate personal protective equipment (impact glasses, ear

muffs or plugs for extended use).

o Refer to SDS for wood dust.

o Follow manufacturer’s instructions for use and maintenance.

o Have an anti-skid surface on the floor where the operator would stand

to prevent slips.

o Check to see that guards are in place, secured, and working correctly.

o Use proper blade size and type.

o Adjust the upper blade/guard to within 1/8” (0.3 cm) above the

material you are cutting.

o Ensure the blade tension tracking, blade guides, and blade support

bearings are properly adjusted.

o Use a push stick to keep your hands clear of the blade.

o Avoid awkward operations and hand positions where a sudden slip

could cause a hand to move into the blade.

o Hold the material you are cutting firmly against the table.

o Hold the material you are cutting firmly and feed into blade at a

moderate speed.

o Turn the machine “off” to back out of an incomplete or jammed cut.

o Make “relief” cuts prior to cutting long curves.

o Turn the machine “off” and wait for the blade to stop prior to cleaning

the blade area, removing debris near the blade, removing or securing

materials, or changing the angle of the table.

o Ensure dust collecting system is used.

o Ensure all band wheels are enclosed.

February 2019 CON 2

Do Not

o Wear gloves, loose clothing, jewelry or have long, loose hair that could

be caught in moving parts.

o Allow students to use this piece of equipment unless there is active, in

the area, supervision by a teacher or teaching assistant.

o Try to remove waste/cutoffs while machine is running.

o Start the machine before clearing the table of all objects (tools, scrap

pieces, etc.).

o Start the machine with the material against the blade.

o Reach under the table while the machine is running.

o Attempt to back material away from the blade while the saw is in

motion if work binds or pinches on the blades.

o Leave saw running if unattended.

o Remove sawdust or cuttings from the table by hand. Use a stick

or brush.

February 2019 CON 3


Task

Circular Saw





o Pinch points

o Eye Injury

o Cuts, severed fingers

o Hearing loss


Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do







o Look for knots in material before you begin. Avoid them if possible;

if they cannot be avoided, be cautious when approaching these areas

with the blade.

o Ensure guard moves freely and operates correctly before connecting

the saw to a power source.

o Ensure material is secure when cutting.

o Keep fingers away from blades.

o Only set the saw down when the blade has stopped moving.

o Use wooden splitters when ripping.

o Allow off-cuts to fall.

o Avoid cutting small pieces.

o Ensure power cord is clear of cut.

o Ensure adequate length of power cord is available to fully complete

cut.

o Ensure material is adequately supported before and after the cut.

o Use two hands to operate saw: one on trigger switch and the other on

front knob handle.

o Disconnect power before changing blade.


February 2019 CON 4

Do Not

o Wear gloves, loose clothing, jewelry or have long loose hair that could


o Set blade depth to more than ½” (1.3 cm) beyond the lower face of

material.

o Reach under the saw or material while the blade is turning.

o Force cuts.

o Set the saw down until the blade has stopped moving.

o Hold or fix retracting guard in the open position.

o Carry saw with finger on the trigger.

o Rip material without using a wedge or guide that is clamped or nailed

to stock.

o Allow junior high students to use the circular saw.



February 2019 CON 5


Task

Compound Mitre Saw and

Sliding Compound Mitre Saw





o Pinch points

o Eye Injury


o Hearing loss


Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do







o Ensure material is secure before cutting.

o Ensure the wood is in contact with the fence and the table before

cutting.



with the blade.

o Ensure operator’s arms are always parallel to the direction of the cut.

o Ensure blade is at full speed before commencing cutting.

o Keep blade sharp and free of rust and pitch.


o Take note - For sliding compound mitre saw, pull the saw out fully

then down into material. Make cut towards the fence.

Do Not





o Turn the machine “on” before clearing the table of all objects (tools,

scraps of wood, etc.).

o Remove material until blade is stopped.

o Perform a crossed arm operation.

o Cut bowed or warped material.

February 2019 CON 6

o Use mitre saw for ripping material.

February 2019 CON 7


Task

Drill Press



o Moving parts (drill bit)


o Pinch points

o Eye Injury


o Hearing loss


Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do








to prevent slips.

o Secure material before drilling.



with the blade.

o Ensure bits are tightened in chuck.

o Keep hands away from running bits.

o Use appropriate speed for the material.

o Stop the machine and step back if problems arise.

o Ensure drill press is secured to floor or bench.

o Use keyless chucks or spring-loaded keys.

Do Not





o Remove material or debris while bit is spinning.

o Leave the drill press running if unattended.

o Leave key in chuck.

o Place hands under material being drilled.



February 2019 CON 8


Task

Jointer



o Moving parts (blades)


o Pinch points

o Eye Injury


o Hearing loss


Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do








to prevent slips.



with the blade.

o Always use push sticks/push pads, when necessary.

o Inspect all material for flaws (cracks), nails, screws (fasteners).

o Ensure dust collection system is used.

o Ensure that fence and table are set properly and locked before

operating.

o Hold the material firmly against the table and fence.

o Keep knives sharp and free from rust and pitch.

o Tighten the infeed/outfeed tables before starting the machine.

o Properly secure the blades in the cutterhead before turning the power

“on”.

o Avoid awkward operations and hand positions.

o Keep arms, hands, and fingers away from the cutterhead.

o Use hold-down/push blocks for jointing or planning any material lower

than the fence.

o Ensure bowed wood is jointed with bow facing down

February 2019 CON 9

Do Not



o Allow high school students to use this piece of equipment unless there

is active, in the area, supervision by a teacher or teaching assistant.

o Allow junior high students to use this piece of equipment.

o Feed a material that is warped, contains knots, or is embedded with

foreign objects (nails, staples, etc.).

o Joint or plane a material that is shorter than 12” (30.5 cm), narrower

than ¾” (1.9 cm) or less than ½” (1.3 cm) thick.

o Perform “free-hand” operations. Use the fence to position and guide

the material.



o Turn the machine “on” with the material contacting the cutterhead.

o Make cuts deeper than 1/8” (0.3 cm).

o Run hand over blade.

February 2019 CON 10


Task

Radial Arm Saw





o Pinch points

o Eye Injury


o Hearing loss


Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do








to prevent slips.

o Ensure blade is installed to rotate in the proper direction.

o Ensure blade cannot extend beyond the saw table in any operation.

o Check to see that guards are in place, secured, working correctly, and

used.

o Ensure that end plates are securely fastened to track arm prior to use.

o Tighten all clamp handles prior to use except for the motor carriage

clamp. Tighten this clamp only for ripping operations.

o Avoid kickback by:

- Keeping blade sharp and free of rust and pitch.

- Keeping blade parallel to the fence when ripping.

- Using anti-kickback fingers when ripping. Lower the guard on the

infeed and adjust the anti-kickback attachment properly.

o Follow all ripping warnings on the machine. Never feed the material

into the anti-kickback end of the machine. Feed material against blade

rotation.

o Use push stick(s) for ripping a narrow material.

o Return the cutterhead to the full rear position behind the fence after

each crosscut operation.

o Turn the machine “off” and disconnect the machine from the power

source before installing or removing blades.



Do

o Replace Radial Arm Saw with Sliding Compound Mitre Saw if

possible.

Do Not





o Cut material that is embedded with foreign objects (nails, staples, etc.)




o Reach around the saw blade when operating.

o Perform a “crossed arm” operation when using this tool.



Task

Router



o Moving parts (bit)


o Pinch points

o Hot machine parts

o Eye Injury


o Hearing loss


o Burns

Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do







o Install router bits securely, and according to the manufacturer’s

instructions.

o Always use the wrenches provided with the router to change router

bits.

o Keep a firm grip with both hands on your router at all times. Failure to

do so could result in loss of control, leading to possible serious injury.

o Always face the cutter blade opening away from your body.

o Only hold those gripping surfaces of the router designated by the

manufacturer.



with the blade.

o Cut counterclockwise on freehand cutting.

o Keep your hands away from bits or cutter areas when the router is

plugged in.

o Always disconnect the plug from the electrical outlet before changing

bits or making any adjustments. If you are changing a bit immediately

after use, be careful not to touch the bit or the collet with your hands or

fingers. Burns could result from the heat build-up from cutting.

o Always secure clamping devices on the material you are cutting before

operating the router.


Do

o Ensure switch is in the “off” position before plugging into the power

outlet.

o Take Note: For greater control, always allow the motor to reach full

speed before feeding the router into the material.

Do Not





o Reach underneath the material while bits are rotating.

o Attempt to remove debris while the router is operating.

o Attempt to route material embedded with foreign objects (nails,

staples, etc.)

o Force a router.

o Turn the base and bit toward you when removing a router from your

material.



Task

Router Table





o Pinch points

o Hot machine parts

o Eye Injury


o Hearing loss


o Burns

Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do








instructions.


bits.

o Use guards whenever possible.

o Feed material in proper direction (into the direction of bit rotation).

o Use long push blocks with handles when routing short pieces or end

grain.



with the blade.


plugged in.





o Use fence as guide.

o Use push stick when routing small pieces.


o Ensure portable router tables are secure to bench.


Do

o Ensure switch is in the “off” position before plugging into the power

outlet.

o Note: For greater control, always allow the motor to reach full speed

before feeding the material into the router.

Do Not






staples, etc.)

o Allow any student to use this piece of equipment unless there is active,

in the area, supervision by a teacher or teaching assistant.



Task

Sander - Mounted (Disc/Belt)



o Moving parts


o Pinch points

o Fire

o Explosion

o Eye Injury

o Cuts

o Hearing loss

o Bruises

o Burns

Chemical o Dust



Biological

Do

o Wear appropriate personal protective equipment (safety glasses, ear




o Ensure you are trained in the use of this equipment.


to prevent slips.

o Have dust collection connected and operational.

o Clean the machine and dust collector thoroughly when processing

different types of materials (wood, steel, or aluminum).

o Prevent the material from contacting the sanding surface before

starting the tool.

o Maintain a maximum clearance of 1/16” between the table and the

sanding surface.

o Support the material firmly with a mitre gauge, backstop, or work

table when sanding with a belt. Hold the material firmly.


o Avoid kickback. Feed the material against the downward rotation side

of the disc or the forward rotation of the belt.

o Turn the machine “off”, disconnect the machine from the power

source, and clean the table/work area before leaving the machine.

Lock the switch in the “off” position to prevent unauthorized use.


Do Not





o Sand very small or very thin materials that cannot be safely controlled.

o Sand or polish magnesium. Fire could result.



Task

Table Saw





o Pinch points

o Eye injury

o Cuts, severed appendages

o Hearing loss


Chemical o Wood dust

o Throat and lung

irritation/damage

Biological

Do





o Use the correct blade and ensure it is sharp (dull blades bind and

overheat).

o Ensure that the blade is properly seated, tightened and aligned.



with the blade.

o Start the blade before pushing the material into the blade.

o Have both feet planted firmly on the floor.


to prevent slips.

o Stand to the side (left or right) when you use the saw, in case the

wood is kicked back.


o Press the material firmly against the guide fence as you cut.

o Always use the blade guard, a splitter, and an anti-kickback device.

o Specific safety cautions must be in place when it is not possible to use

a guard for special cuts. This operation should only be done by a

teacher or under the direct supervision of a teacher.

o Wait for the blade to stop before removing material.

o Ensure the fence is locked before cutting.

o Ensure fence is parallel with the blade.


o Lower blade after use.

Do

o Pay attention to the location of hands while cutting.

o Pay attention to the material, making sure the material is always

touching the fence (This is the main reason for kickbacks and most

mistakes).

o Have outfeed support (table, person, or rollers) set up before

beginning the cut.

o Push material completely past blade when cutting.


Do not

o Wear gloves, loose clothing, jewelry or have long loose hair that

could be caught in moving parts.

o Set the blade height to more than 1/2” (1.3 cm) above the material.

o Reach over the saw blade while it is operating.

o Force the material into the blade. Feed the material into the blade with

a little pressure.


staples, etc.)

o Cross over hands while cutting.


o Allow any student to use this piece of equipment unless there is

active, in the area, supervision by a teacher or a teaching assistant.

o Let a person who is on the outfeed side of the table saw pull the

material when the operator is feeding the material into the saw.

Outfeed pulling might draw the operator into the saw. The person on

the outfeed side is only there for the purpose of supporting the object

from falling.

o Let the person who is on the outfeed side of the table saw squeeze the

split pieces of material together as this will cause the material to bind

at the saw blade.



o Run warped or crooked stock through the table saw. The sides facing

the table fence should be straight.

o Use the saw table to stack material as you use it.

o Allow freehand cuts.

o Pull material back after entering the blade cutting area.



Task

Thickness Planer





o Pinch points

o Eye Injury


o Hearing loss


Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do








to prevent slips.

o Check to see if guards (if applicable) are in place, secured and

working correctly.



with the blade.

o Ensure push stick is available and thinner than material being planed

and long enough to prevent hand entry into machine.

o Follow manufacturer’s guidelines for minimum length of material to

plane.

o Set depth of cut to the desired thickness for the material.



o Turn the machine “on” with the material NOT touching the

cuttinghead.

o Properly secure the knives in the cuttinghead before turning the power

“on”.

o Lock the speed setting securely before feeding the material through the

machine.

o Keep arms, hands, and fingers away from the cutting heads, the feed

rollers, and the chip exhaust opening.


Do

o Allow the cuttinghead to reach full speed before feeding in the

material.

o Stand to the side (left or right) when you use the planer in case the


o Remove shavings only with the machine “off” and disconnected from

the power source.

o Take note: For longer pieces of material push material completely

past the blade when cutting.

o Properly support long or wide materials.

o Turn the machine “off” and disconnect from the power source before

installing or removing accessories, adjusting, or changing set-ups, or

when making repairs.

Do Not

o Allow students to use this piece of equipment unless there is active, in the


o Reach into machine when connected to power source.

o Use dull blades.

o Wear gloves, loose clothing, jewelry or have long loose hair that could be

caught in moving parts.



o Turn the machine “on” with the material touching the cuttinghead.

o Let a person who is on the outfeed side of the thickness planer pull the

material when the operator is feeding the material into the planer.

Outfeed pulling might draw the operator into the planer. The person on


from falling.



o Feed a short, thin, or narrow material into the machine.

o Feed a material into the outfeed end of the machine.



Task

Wood Lathe


Physical o Flying objects

o Moving parts

o Pinch points

o Eye Injury



Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do

o Wear appropriate personal protective equipment (face shield).





o Have anti-skid surface on the floor where the operator would stand to

prevent slips.

o Check to see that the guard (cage) is in place, secured, and working

correctly.

o Rough cut the material as close as possible to the finished shape before

installing it on the faceplate.

o Examine the material for flaws and test glue joints before mounting the

material on machine.

o Securely fasten the material to the faceplate prior to turning. Use the

appropriate size faceplate to properly support the material.

o Tighten all clamp locking handles before operating lathe.

o Clear the lathe bed of all objects (tools, scraps of wood etc.) before

turning the machine “on”.

o Snug the tailstock center against the material and lock it. Lubricate the

tailstock center if it is not a ball-bearing center.

o Properly adjust the tool rest height to just above the center line of the

wood.

o Adjust the tool rest so it is as close to the material as possible.

o Rotate the material by hand to check clearance before turning the machine

“on”.

o Stand clear when first starting the lathe with attached material. Keep

all observers and passersby clear of rotating path of material to avoid

injury from flying objects.

o Move the cutting tool into the material slowly, and cut small amounts

when roughing.


Do

o Remove the tool rest before sanding or polishing.




o Hold tools firmly.


o Spin wood as fast as possible i.e., 1500 rpm, without lathe shaking.

This prevents the tool from jamming during roughout.

Do Not

o Adjust the tool rest while the material is turning.

o Wear gloves, loose clothing, jewelry or have long, loose, hair that



the areas, supervision by a teacher or teaching assistant.

o Use makeshift tools.

o Mount split materials or materials containing knots.

o Let the screw fasteners interfere with the turning tool at the finished

dimension of the material.

o Use stock material that is warped, contains knots, or is embedded with




Task

Wood Shaper



o Moving parts (pits)


o Pinch points



o Hearing loss

o Eye Injury

Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do

o Wear appropriate personal protective equipment (impact glasses and

ear muffs or plugs for extended use).





o Have anti-skid surface on the floor where the operator would stand to

prevent slips.


o Feed material in proper direction.



with the blade. Use caution when shaping small pieces.




o Install bits securely and according to manufacturer’s instructions.

o Use appropriate wrenches to change bits.

o Position cutters so material is above when feeding.

o Check feed direction on shapers that rotate in both directions.

o Keep cutters sharp and free from rust and pitch.

o Adjust the fence halves so that the cutter opening is never more than is

required to clear the cutter.

o Keep the front motor access panel closed while the machine is running.



Do Not





o Allow junior high students to use this tool.



o Run material without using a fence.

February 2019 FAB 1


Task

Abrasive Cut Off Saw



o Noise

o Sparks


o Cuts

o Bruises

o Hearing loss

o Burns

o Eye injury

Chemical o Dust



Biological

Do

o Wear appropriate personal protective equipment (impact glasses, face

shield, ear muffs or plugs for extended use).

o Ensure material is clamped in place with the saw vice before cutting.

o Only use blades that are specifically designed for this equipment.

o Conduct a visual inspection, before use, for a damaged blade (cracks,

chips).

o Ensure flammable materials are kept away from the work area.

o Issue a warning about sparks to other individuals in the area.

o Stand to the side (left or right) when you use the saw.

o Ensure fingers are kept well back from the blade.

o Ensure appropriate cutting block is used.




Do Not



o Allow students to use this equipment unless there is active, in the area,




o Remove material until blade has stopped.


o Crowd or distract machine operator.

February 2019 FAB 2


Task

Arc Cutting (Air Carbon/Plasma)


Physical o Heat

o Infrared rays

o Noise

o Flying objects/particles

o Electronic shock

o Ultra-violet radiation

o Bright light

o Burns

o Eye injury

o Hearing loss

o Electrocution

o Explosion

o Cuts

Chemical o Fumes/gases



Biological

Do

o Wear appropriate personal protective equipment (welders helmet fitted

with filtered shade suitable for type of welding*, gloves - gauntlet and

chrome tanned, spark shield, leather apron, flame resistant clothing).

*Refer to Chart - Shade Numbers for Arc Processes at the end of Arc

Welding - Task Hazard Analysis.

o Ensure guards and hold downs are in place.

o Shut “off” machine when placing short pieces.

o Ensure adequate ventilation equipment is available and used.

o Refer to Arc Welding - Task Hazard Analysis.

o Refer to Compressed Air - Task Hazard Analysis (see CTS - Mechanics

MEC).




Do Not

o Wear jewelry or have long, loose hair.

o Leave machine unattended when turned on.


o Make excessively deep cuts.

o Place hands on shear when operating.

o Allow any students to use this piece of equipment unless there is


o Allow junior high students to use this equipment.

February 2019 FAB 3


Task

Arc Welding (Shielded Metal/Flux Core/Gas Tungsten/Plasma)


Physical o Flying objects/particles

o Electric shock

o Ultra violet radiation

o Heat

o Bright light

o Electrocution

o Burns

o Eye injury

o Explosion

Chemical o Fumes/gases



o Fever

Biological

Do

o Wear appropriate personal protective equipment (welders helmet fitted

with filtered shade suitable for type of welding*, gloves - gauntlet and

chrome tanned, spark shield, leather apron, flame resistant clothing).

*Refer to Chart - Shade Numbers for Arc Processes at the end of this

Task Hazard Analysis.

o Wear the helmet correctly. Flying sparks are a danger to your eyes.

Arc rays can cause painful burns to you and onlookers.

o Wear appropriate respirator when welding on toxic/coated metals.

(This only applies to contractors. Students and teachers must not

weld toxic/coated metals).

o Use a cover lens to protect the filter shade lens. Replace the cover lens

if it gets scratched or hazy.

o Discard pitted or damaged lenses.

o Wear clothing made from heavyweight, tightly woven, 100% wool or

cotton to protect from UV radiation, hot metal, sparks, and open

flames. Flame retardant treatments become less effective with repeated

laundering.

o Keep clothing clean and free of oils, greases, and combustible

contaminants.

o Wear long-sleeved shirts with buttoned cuffs and a collar to protect the

neck. Dark colours prevent light reflection.

o Tape shirt pockets closed to avoid collecting sparks or hot metal or

keep them covered with flaps.

o Take Note: Pant legs must not have cuffs and must cover the tops of

the boots. Cuffs can collect sparks.

February 2019 FAB 4

Do

o Use fire-resistant boot protectors or spats strapped around the pant legs

and boot tops, to prevent sparks from bouncing in the top of the boots.

o Wear layers of clothing. To prevent sweating, avoid overdressing in

cold weather. Sweaty clothes cause rapid heat loss. Leather welding

jackets are not very breathable and can make you sweat if you are

overdressed.

o Wear a fire-resistant skull cap or balaclava hood under your helmet to

protect your head from burns and UV radiation. o Ensure you are trained in the use of this equipment or are working


o Ensure required SDS for all hazardous gases and welding rods are

readily available and referred to.


o Be aware of eyewash/fire extinguisher locations and make sure they

are operational.


o Ensure appropriate welding screen or curtains are in place to protect

others.

o Remove all flammable materials from work area.

o Remove all ignition sources such as matches and butane lighters from

pockets. Hot welding sparks may light the matches or ignite leaking

lighter fuel.

o Ensure the machine is properly grounded.

o Ensure all observers are wearing appropriate helmets.

o Provide warning to all on-lookers before commencing work.

o Keep welding cables dry and free from oil and grease and uncoil cable

to remove loops and tangles.

o Avoid damp areas and keep hands, gloves, and clothing dry at all

times. Dampness on the body may cause electrical shock.

o Keep your breathing area out of welding smoke plume.

o Keep the non-insulated portion of the electrode holder from touching

the welding ground when the current is on. This will cause a flash.

o Ensure metals are clean before welding.

o Refer to Oxyacetylene Welding/Cutting - Task Hazard Analysis when

welding with:

- Flux core

- Gas Metal

- Gas Tungsten.

o Direct any spark spray away from your clothing.

o Ensure hot metals are identified appropriately.

February 2019 FAB 5

Do Not

o Wear contact lenses while welding.

o Use gas welding goggles for arc welding.

o Wear jewelry or have long, loose hair.

o Wear clothing made from synthetic or synthetic blends. The

synthetic fabric can burn vigorously, melt, and produce bad skin burns.

o Wear greasy clothing or gloves.

o Strike an arc on gas cylinders.

o Watch welding operations without proper eye protection.

o Attempt to use welding equipment until properly trained.

o Weld or cut on used containers unless appropriately cleaned.

o Weld directly on a concrete floor due to possible explosion hazard.

o Use helmet as a hand shield.

o Crowd or distract machine operator. o Store combustible or flammable materials in the work area.



Shade Numbers for Arc Processes (from CSA W117.2)

Process

Electrode

Diameter

(mm)

Current

(Amperes)

Minimum

Shade

Suggested

Shade

SMAW

< 2.5

2.5 – 4

4 – 6.4

> 6.4

< 60

60 – 160

160 – 250

250 – 550

7

8

10

11

-

10

12

14

GMAW and

FCAW

< 60

60 – 160

160 – 250

250 – 500

7

10

10

10

-

11

12

14

Air Carbon

Arc Cutting

light

Heavy

<500

500 – 1000

10

11

12

14

* The correct filter shade is selected according to the welding process, wire

diameter and operating current. The table above provides the correct shade

number for different situations. Always use the Suggested Shade rather than

the Minimum Shade.

February 2019 FAB 6


Task

Bench/Pedestal Grinder



o Noise

o Heat

o Moving parts

o Bruises

o Hearing loss

o Cuts

o Eye injury

o Burns

Chemical o Metal dust

o Grinding wheel dust



Biological

Do



o Follow manufacturer’s instructions for use, maintenance, and

installation of wheels.

o Locate cooling bucket close to grinder.

o Use vice grips for small work pieces.

o Keep area clean of debris.

o Ensure adequate lighting is available.

o Use only wheels suitable for the speed of the machine.

o Use only wheels that have a bore exactly equal to the arbors of the

machine.

o Conduct a visual inspection of the wheels for cracks or fragments

before starting the machine. Replace damaged wheels immediately.

o Adjust shields close to the grinding wheel and re-adjust as the wheel

wears down.

o Always make sure that the shields are in place, properly adjusted, and

secured before each use.

o Adjust tool rests to within 1/8” (0.3 cm) of the grinding wheel.

o Hold the material firmly against the tool rest.

o Tighten the tool rest securely to prevent shifting positions and re-adjust

as the wheel wears down.

o Stand to one side before turning the machine “on”.



o Only use the face of the grinding wheel for grinding materials.

o Pay close attention to the location of hands and fingers while grinding.



February 2019 FAB 7

Do Not



o Grind on side of wheels.

o Set rest below center line of the wheel.

o Over tighten the wheel nut.

o Use a wheel that vibrates. Dress the grinding wheel or replace it.

o Start the machine with the material against the grinding wheel.

o Grind near flammable materials.

o Apply coolant directly to the grinding wheel. Dip the material in water

to cool it.

o Attempt to machine an undersized wheel to fit an arbor.




February 2019 FAB 8


Task

Metal Lathe/Milling Machine



o Moving parts

o Cuts

o Bruises

o Eye injury

Chemical o Metal/oil fumes


Biological

Do

o Wear appropriate personal protective equipment (impact glasses).




o Ensure proper cutting and feed speeds through continuous observation.

o Ensure bits are sharp.

o Clear the lathe bed of all objects (tools, scrap metal) before turning the

machine “on”.

o Take Note: Cut towards the heads of the stock.

Do Not

o Leave machine unattended while “on”.

o Leave chuck key in chuck.


o Take excessive deep cuts.





February 2019 FAB 9


Task

Oxyacetylene Welding/Cutting


Physical o Heat

o Bright light

o Explosion

o Burns

o Eye injury

o Death

Chemical o Fumes


o Death

Biological

Do

o Wear appropriate personal protective equipment (goggles shaded to 4 or

higher with tempered lenses, gloves - gauntlet and chrome tanned, fire

retardant apron/shop coat/coveralls).

o Wear spats when appropriate.

o Ensure all clothing and protective apparel is free of oil or grease. Oil and

grease in the presence of oxygen can ignite and burn violently.

o Ensure you are trained in the use of this equipment or are working under

the direct supervision of someone who is.


o Ensure flash back arrestors are in place on every torch and tank.

o Inspect oxy-fuel apparatus for oil, grease, or damaged parts. Do not use the

oxy-fuel apparatus if oil or grease is present or if damage is evident. Have

the oxy-fuel apparatus cleaned and/or repaired by a qualified repair

technician before using it.

o Keep flames, heat, and sparks away from cylinders and hoses.

o Move combustibles a safe distance away from areas where oxy-fuel

operations are performed. Flying sparks can travel as much as 35 feet.

o Have a fire extinguisher of the proper type and size available in the work

area.

o Inspect the area for possible fires or smoldering materials once work is

complete.

o Ensure required SDS for all hazardous gases and welding rods are readily

available and referred to.


o Keep welding hoses clear of any falling metal, slag, or sparks.

o Completely replace welding hose if it contains multiple splices or when

cracks or severe wear is noticed.

o Always keep cylinders secured properly in a vertical position.

o Always keep valve protection caps in place whenever cylinders are moved

or are in storage (full or empty).

o Mark empty cylinders “empty”.

February 2019 FAB 10

Do

o Close valves completely on empty cylinders.

o Ensure cylinder valves and regulator connections are completely free of

dirt, dust, oil, or grease.

o Notify cylinder supplier immediately, if oil, grease, or damage is detected

on the cylinder valves - do not use.

o Store oxygen and fuel tanks separately and in well ventilated areas.

o Examine the hoses before attaching to welding torch handle or regulators.

If cuts, burns, worn areas or damaged fittings are found, replace the hose.

o Weld only with a balanced torch.

o Ensure equipment is rated for the tip size selected.

o Ensure there are always two O-rings on the cone end. The absence or

damage of either of these O-rings allows premixing and leaks of oxygen

and fuel gases. This can lead to flashback within the torch handle or cutting

attachment.

o Always open the cylinder valves slowly and carefully.

o Always check for leaks on the regulator and cylinder valve connections.

Stand on the appropriate side of the regulator when performing this task.

o Be sure to clear hoses in a well-ventilated area. The escaping gases create

conditions for fire and explosions.

o Point the flame away from people, equipment, and any flammable material.

o Perform all brazing processes in a well-ventilated area due to possible toxic

fumes.

Do Not



o Leave lit torch unattended.

o Use a cylinder that does not have a gas identification label attached to it.

Notify cylinder supplier immediately if oil, grease, or damage is detected

on the cylinder valves - do not use.

o Crowd or distract equipment operator.

o Wear open-toed shoes.

o Open an acetylene cylinder valve more than approximately 1 1/2 turns and

preferably no more than 3/4 of a turn. Keep the cylinder wrench, if one is

required, on the cylinder valve so the cylinder may be turned off quickly

if necessary.

o Wear loose clothing, jewelry or have long, loose hair.

o Wear clothing made from synthetic or synthetic blends. The

synthetic fabric can burn vigorously, melt, and produce bad skin burns.

o Test for gas leaks with a flame. Use an approved leak-detector solution or

soapy water.


Do Not

o Allow hoses to become coated with oil, grease, or dirt. Such coatings

could conceal damaged areas.

o Tamper with the relief valve or remove it from the regulator.

o Strike, drop, or apply heat to any cylinder or valve.

o Use the regulator if oil, grease, or damaged parts are detected on the

regulator or the cylinder valve or if the inlet filter is missing or dirty.

Only have it cleaned or repaired by a qualified repair technician.

o Stand in front or behind a regulator when opening the cylinder valve.

Always stand so that the cylinder is between you and the regulator.

o Starve or choke a multi-flame heating nozzle. This will cause overheating

of the head and a flashback may result. Should a flashback occur (flame

disappears and/or a hissing sound when the flame burns inside the nozzle)

follow manufacturer’s instructions for shut down. Allow the nozzle to

cool before attempting to reuse. If a flashback or burn-back reoccurs, have

the apparatus checked by a qualified repair technician before using again.



Task

Soldering


Physical o Heat o Burns

Chemical o Fumes o Throat and lung irritation

Biological

Do


o Wear gloves if appropriate.


o Ensure required SDS for all hazardous materials are readily available.

o Pay close attention to the location of hands and fingers while soldering.

o Move combustibles a safe distance from where soldering operations are

performed.

o Have fire extinguisher available in the work area.

o Inspect the area for possible fires or smoldering materials when work is

complete.


o Ensure hot metals are identified appropriately.



Do Not

o Overheat base metal.

o Wear open toed shoes.



o Wear jewelry, loose clothing or have long, loose hair.

o Crowd equipment operator.



Task

Wire Wheel/Buffer



o Noise

o Heat

o Moving parts

o Bruises

o Hearing loss

o Cuts

o Eye injury

o Burns

Chemical o Metal dust

o Grinding wheel dust


o Eye and skin irritation

Biological

Do

o Wear appropriate personal protective equipment (impact glasses, face

shield).


o Prevent the material from contacting the wheel before starting the

equipment. Ensure you are holding the material firmly during the process.

o Buff on bottom half of material.

o Remove tool rest on wire wheel.

o Keep area clean of debris.

o Ensure adequate lighting is available.

o Ensure shields are in place, properly adjusted and secured before each use.

o Stand to one side before turning the machine “on”.



o Pay attention to the location of hands and fingers while buffing.



Do Not

o Wear gloves, loose clothing, jewelry or have long, loose hair that could be




o Store combustible or flammable materials in the work area; keep them at a

safe distance.

o Crowd equipment operator.

February 2019 MEC 1


Task

Batteries (Removal/Installation)


Physical o Electrical short

o Explosions

o Burns

o Cuts

o Electric shock

Chemical o Acids

o Burns


Biological

Do

o Wear appropriate personal protective equipment (chemical safety goggles,

gloves).

o Remove jewelry.

o Ensure eyewash station is readily available.

o Inspect battery for leaks before removal.

o Disconnect negative terminal first before working on or removing battery.

o Connect negative terminal last when reinstalling battery.

o Keep battery level when removing or carrying to avoid acid leaks.

o Store batteries away from sources of ignition and in a well-ventilated

location.

o Avoid direct contact with the internal contents of batteries.



o Ensure appropriate disposal methods for batteries are followed.

Do Not

o Place tools on battery.

o Make contact between two terminals with tools.

o Pry stuck terminals, potentially cracking case.



February 2019 MEC 2


Task

Battery Charger


Physical o Explosion

o Cuts

o Bruises

Chemical o Acid

o Burns


Biological

Do

o Wear appropriate personal protective equipment (chemical safety goggles).




o Plug in charger, prior to making setting selections.


o Allow an extended thawing period prior to charging, if there is a

possibility the battery is frozen.

o Ensure charger is in good repair.

o Ensure polarity is correct.

o Avoid open flames, sparks, or other sources of ignition.

o Refer to Batteries - Task Hazard Analysis.

o Ensure you are working in a well-ventilated area. Hydrogen gas is

produced when charging and may explode if ignited.

o Turn off charger before disconnecting.

Do Not

o Plug the charger in until all electrical connections are made.

o Rock the charger cables when machine is on.

o Leave the battery charger unattended for extended periods of time when it

is set on medium or high.

o Boost batteries that do not appear to be in suitable condition

(e.g., loose parts, leaks, bulges, or cracks).

o Let an untrained person use the battery charger.



February 2019 MEC 3


Task

Booster Cables



o Cuts

o Bruises

Chemical o Acid o Skin and eye irritation

Biological

Do





o Ensure battery is not frozen.

o Follow the steps (below) for boosting a battery:

1. Ensure vehicle is in “Park” and parking brake is used.

2. Turn off both vehicles and accessories when boosting a battery.

3. Attach one end of the positive jumper cable to the disabled battery’s

positive terminal.

4. Connect the other end of the positive jumper cable to the booster

battery’s positive terminal.

5. Attach one end of the negative jumper

cable to the booster battery’s negative

terminal.

6. Use an engine ground not a negative

terminal on the disabled car.

7. Attach the other end of the negative

jumper cable to an engine ground on the

disabled vehicle.

8. Attempt to start the disabled vehicle. If the disabled vehicle does not

readily start, start the jumper vehicle, and run it at fast idle to prevent

excessive current draw.

9. Once the disabled vehicle starts, disconnect the ground connected

negative jumper cable from its engine block.

10. Disconnect the negative jumper cable from the booster battery.

11. Disconnect the positive jumper cable from the booster battery, then

from the other battery.

February 2019 MEC 4

Do Not

o Rock booster cables to correct a bad electrical connection.

o Let vehicles touch each other.

o Wear metallic jewelry.



February 2019 MEC 5


Task

Brake Lathe


Physical o Pinch points

o Flying particles

o Moving parts

o Cuts

o Broken bones

o Bruises

o Crushing

Chemical o Brake lining dust

o Dust



Biological

Do

o Wear appropriate personal protective equipment (impact glasses,

face shield).




o Follow the manufacturer’s instructions for use and maintenance.

o Keep face away from particles.

o Keep away from rotating components.

o Disconnect power when adding and removing rotors/drums.

Do Not

o Allow more than one operator on lathe at one time.




area, supervision by a teacher or teaching assistant

February 2019 MEC 6


Task

Car Ramps


Physical o Vehicle falling

o Pinch points

o Cuts

o Bruises

o Crushing

o Death

Chemical

Biological

Do

o Inspect ramps for wear, broken welds, etc.

o Have a spotter guide the vehicle onto the ramps.

o Use wheel chocks to prevent vehicle movement once vehicle is on

the ramps.

o Complete a visual and physical inspection of car position on the

ramp to ensure correct placement.

o Ensure vehicles are moved onto ramps by the teacher or teacher

assistant.

o Refer to Under Vehicle Maintenance/Repairs - Task Hazard

Analysis.

Do Not

o Use ramps that have broken welds and/or appear unstable.

o Allow students or unqualified personnel to drive vehicles onto

ramps.

o Allow suspension or steering work when vehicle is on car ramp.

o Jack vehicle, or components, while vehicle is on ramps.

o Allow students to use this piece of equipment unless there is active,


February 2019 MEC 7


Task

Compressed Air



o Skin penetration

o Dust

o Eye injuries

o Hearing damage

o Embolism


o Cuts

o Bruises

Chemical

Biological

Do


o Regulate air pressure to match tools used.

o Ensure all air hoses are in good repair and connections are functioning

properly.

o Point air hose away from body when connecting or disconnecting tools or

air hose.


o Ensure proper pressure regulator and relief device is in place to maintain

proper pressure.

o Use appropriate tools for the task performed.

o Review all safety procedures prior to allowing individuals to use

compressed air for the first time.

Do Not

o Use for general purpose cleaning.

o Clean self or others with compressed air.

o Use damaged or faulty hoses or tools.

o Use tools without training.

o Alter tools in any way.

o Use to clean brake pads.



February 2019 MEC 8


Task

Cooling System Repair (Radiator)


Physical o Pressurized liquid/steam

o Burns

Chemical o Antifreeze


Biological

Do


o Ensure required Safety Data Sheet (SDS) is available for antifreeze.

o Ensure vehicle is cool and radiator hoses are soft before proceeding

with repair.


o Use a spill kit to clean up large volume spills of antifreeze.

Do Not

o Work on cooling system when engine is hot.

o Remove radiator cap when engine is hot.

o Attempt to drain radiator until cool.

o Attempt to change hoses until cool.

o Allow students to perform this procedure unless there is active, in the area,


February 2019 MEC 9


Task

Engine Crane


Physical o Crushing

o Pinching

o Death

o Broken bones

o Cuts

Chemical o Fluids (antifreeze and

gasoline)


Biological

Do


o Ensure required Safety Data Sheets (SDS) are available for

engine fluids.





o Inspect chains for damaged or worn links.

o Ensure chain is attached to appropriate lift points. Use proper bolts and

washers.

o Ensure vehicle is properly supported before engine is lifted.

o Lower engine once removed from engine compartment before

transporting.

o Keep body parts away from suspended load.

o Maintain center of gravity for engine by ensuring crane legs of mobile unit

are set to the correct positions matching boom extension.

o Verify you are not exceeding the lifting capacity of the engine crane.

o Ensure engine is secured at an appropriate work station before

commencing repairs.

o Use a spill kit to clean up large volume spills of fluids

Do Not

o Move crane with engine fully lifted out of car.

o Leave engine suspended or work on suspended engine.

o Attempt to lift engine if chains are damaged, worn, or insufficient

size or capacity.

o Modify or alter any part of the equipment.

o Attempt to lift engine unless all belts, hoses and cables are disconnected. If

something is forgotten, lower engine and secure before attempting to

disconnect.



February 2019 MEC 10


Task

Hoists / Wheel Alignment Machines



o Crushing

o Cuts

o Bruises

o Death

Chemical o Hydraulic fluid o Skin and eye irritation

Biological

Do





o Ensure hoist is inspected yearly by the Maintenance Department and

appropriate certification is attached to the hoist.

o Refer to Under Vehicle Maintenance/Repairs - Task Hazard Analysis.

o Ensure hoist is inspected daily to identify any problem areas (e.g., controls,

hydraulic leaks, structural components).

o Chock wheels (front and back) after vehicle is driven into position on

drive-on-hoists.

o Identify proper lift contact points (refer to vehicle or manufacturer’s

manual).

o Check contact points once hoist has made contact with vehicle.

o Have a spotter watch the areas of a vehicle not visible to the operator of

the hoist.

o Be aware of changes to the center of gravity when removing vehicle

components. Make appropriate adjustments as required.

o Ensure loads and equipment have been removed from under the vehicle

prior to lowering the hoist.

o Use a spill kit to clean up large volume spills of hydraulic fluid.

Do Not

o Use a damaged or defective hoist (i.e., locks must work).

o Overload a hoist (i.e., pick-up truck full of cargo).

o Allow a hoist to remain above the locks. Hoist must be lowered onto a

lock position.

o Exceed manufacturer’s recommended lifting capacity.

o Allow occupants to remain in a vehicle when operating a hoist.





Task

Hydraulic Jacks



o Crushing

o Cuts

o Bruises

o Death


Biological

Do

o Refer to Safety Data Sheets (SDS) for hydraulic fluid.




o Inspect jack before use.

o Use on a level surface.

o Work on a concrete or asphalt surface.

o Chock wheels after vehicle is in position.

o Refer to Jack Stands - Task Hazard Analysis.

o Lift vehicle according to vehicle manufacturer’s specifications.

o Ensure, when lifting vehicle components with jack, that they are properly

supported.

Do Not

o Use jacks which need repair.

o Use bumper jacks.

o Overload jacks.

o Allow persons to work under or around a vehicle while hydraulic jack is in

use. Proper jack stands must be in place before work commences.

o Position yourself where you could be pinned between the operating

handles and the wall if the vehicle accidentally moves.



o Exceed manufacturer’s recommended lifting capacity.



Task

Hydraulic Press


Physical o Flying debris

o Compression

o Crushing

o Cuts

o Bruising

o Eye injuries


Biological

Do

o Wear appropriate personal protective equipment (impact glasses and face

shield, suitable leather gloves).

o Ensure SDS is available for hydraulic fluid.





o Use appropriate tools (i.e., bearing separators) with press.

o Be aware of increasing press force without component movement.

Do Not

o Allow untrained persons to use press.

o Attempt unfamiliar repair procedures without following manufacturer’s

instructions.

o Allow bystanders. Only one person (unless assistant is required) shall

operate press.





Task

Jack Stands



o Crushing

o Cuts

o Bruising

o Death

Chemical

Biological

Do



o Inspect and discard suspect or broken jack stands (DO NOT REPAIR).

o Ensure jack stand is rated to support load.

o Ensure wheels of vehicle are chocked.

o Ensure each stand is at the same height (left and right).

o Place jack stand into position without moving entirely under the vehicle.

o Refer to Under Vehicle Maintenance/Repairs - Task Hazard Analysis.

o Ensure jack stands are in proper position according to vehicle

manufacturer.

o Clear area of people before testing for stability.

o Ensure vehicle is stable before anyone goes under it by pushing against

vehicle

Do Not

o Use mixed sets of jack stands.

o Use damaged or defective jack stands.

o Overload the jack stands.

o Transfer weight off the jack stands when lifting engine or transmission

components.





Task

Operating Engines


Physical o Contact with hot engine

o Moving parts

o Noise

o Fire

o Burns

o Cuts

o Bruising

o Hearing loss

o Pinching

o Death

Chemical o Vehicle exhaust

o Fluids (oil, antifreeze,

gasoline, transmission, and

brake fluid)

o Nausea

o Dizziness


Biological

Do

o Wear appropriate personal protective equipment (impact glasses, ear muffs

or plugs for unmuffled engines).

o Ensure required SDS are available for all hazardous fluids.

o Ensure engine is properly secured.

o Ensure engine kill switches are operating properly.

o Tie back long hair, secure or remove loose clothing and remove jewelry.

o Ensure adequate ventilation is available and used for exhaust fumes.

o Ensure carbon monoxide monitor is functioning and has been inspected.

o Ensure fluids are transferred into engine using containers designed for the

process.

o Refer to Refueling from Portable Containers - Task Hazard Analysis.

o Ensure fire extinguisher is readily available.


o Use a spill kit to clean up large volume spills.

Do Not

o Allow students to start engines for the first time without direct supervision

by a teacher or teaching assistant.

o Operate an engine without first thoroughly inspecting for

loose parts.

o Operate an engine with a deteriorated exhaust system indoors.

o Wear loose clothing, jewelry or long hair that could be caught in moving

parts.



Task

Pneumatic Tools



o Moving parts

o Noise

o Bruising

o Cuts

o Hearing loss

Chemical

Biological

Do

o Wear appropriate personal protective equipment (impact glasses, ear muffs

or plugs for extended use).




o Use the correct air pressure for the tool as identified by manufacturer.

o Always use the appropriate attachments for the tool.

o Use caution when connecting tools to the compressed air supply to ensure

proper connection.

o Refer to Compressed Air - Task Hazard Analysis.

Do Not

o Modify pneumatic tools.

o Use a pneumatic tool for the wrong application.

o Use damaged or defective tools.





Task

Refueling Vehicles from Portable Containers


Physical o Fire

o Explosions

o Burns

o Cuts

o Death

Chemical o Gasoline


Biological

Do

o Wear appropriate personal protective equipment (gloves and chemical

goggles).

o Ensure required SDS is available for gasoline.

o Use appropriate CSA portable gas containers.

o Ensure gasoline is transferred using containers designed for the purpose.

o Store gasoline containers in a flammable cabinet.

o Ensure fire extinguisher is readily available.


o Use a spill kit to clean up large volume spills of gasoline.

o Dispose of absorbent into waste container for flammables if spills occur.

Do Not

o Re-use absorbent after cleaning up gasoline spills.

o Allow untrained individuals to fuel vehicles/small engines.

o Use fuel containers which have missing stoppers or that leak.

o Fuel vehicles/small engines or transfer fuel in the presence of flame

or ignition sources (include cell phones).

o Allow students to perform this procedure unless there is active,




Task

Sand Blasting (In Cabinet)


Physical o Dust



Chemical

Biological

Do


o Use appropriate medium (glass beads).

o Ensure unit is tightly sealed before use.

o Follow Manufacturer’s instructions for use and maintenance.

o See Compressed Air - Task Hazard Analysis.

Do Not

o Point nozzle at doors, glass, or gloves.

o Use equipment that is not in good repair (broken glass, damaged gloves, or

poor weather stripping).

o Open doors until abrasive material has settled.

o Use silica sand.





Task

Strut Compressor



o Pinch points

o Bruising

o Cuts

Chemical

Biological

Do

o Wear appropriate personal protective equipment (impact glasses, heavy

duty gloves).



o Only allow one operator at a time on this equipment.

o Inspect items for damage (cracks) before using equipment. If strut is

damaged do not use.


Do Not

o Compress physically damaged coil springs.

o Re-use damaged/worn bearing plates or struts.

o Leave a compressed spring unattended.





Task

Tire Machine



o Moving parts

o Bruising

o Crushing

o Lacerations

Chemical o Sealant

o Tire cement

o Chemical exposure

Biological

Do

o Wear appropriate personal protective equipment (impact glasses, gloves).

o Ensure required SDS are available for chemicals.




o Inspect tires and rims for damage prior to operating machine (i.e., cracks,

tears).

o Ensure tire size matches rim size.

o Allow proper clearance when operating machine.

o Keep hands clear of pinch points.

o Remove valve core prior to operation.

o Lock wheel hold-down device securely.

o Use correct tools.

o Use proper sealant to seal tire.

o Inspect tire and wheel after inflation, but while still within restraining

device. Make sure tire is properly seated and locked. If further adjustment

is necessary, remove valve core to deflate tire before any adjustments are

made.

o Ensure only one operator is using tire machine at a time.

Do Not

o Mount damaged tires on rims or tires on damaged rims.

o Ever service split rims.

o Use any flammable material, soap, or grease to seat the tire’s bead while

inflating.

o Attempt to correct seating by hammering, striking, or forcing the

components while the tire is pressurized.

o Allow students to use this piece of equipment unless there is active




Task

Transmission Jacks


Physical o Crushing

o Pinching points

o Cuts

o Bruises

o Broken bones

Chemical

Biological

Do





o Ensure vehicle center of gravity is in the center of the hoist.

o Refer to Hoist - Task Hazard Analysis.

o Watch for and be aware of vehicle center of gravity changes as

transmission is removed. Additional support for vehicle may be required.

o Refer to Jack Stand - Task Hazard Analysis.

o Chain transmission to jack platform.

o Obtain assistance when required.

Do Not

o Put your body between the vehicle and the hoist or transmission jack.

o Try to support or catch a falling vehicle transmission component. Allow it

to drop.





Task

Under Vehicle Maintenance/Repairs



o Hot engine parts

o Crushing

o Cuts

o Bruises

o Burns

o Death

Chemical o Lubricating fluid

o Antifreeze

o Gasoline


Biological

Do

o Wear appropriate personal protective equipment (impact or chemical

safety goggles as required).

o Ensure required SDS are available for hazardous fluids.

o Ensure, when working on a vehicle, it is supported according to

manufacturer’s specifications.

o Test vehicle stability. Use extra support if required.

o Use wheel chocks to avoid excess vehicle movement.

o Note: Wearing of coveralls is recommended.

o Only use jack stands/hoists that are maintained and in good working

condition.

o Refer to Hoists- Task Hazard Analysis.

o Refer to Jack Stands - Task Hazard Analysis

o Use parking brake (if applicable).


o Use a spill kit to clean up large volume spills of fluids.

o Ensure engine is cool before doing maintenance or repairs.

Do Not o Support a vehicle with a hydraulic jack.

o Use a hoist without engaging the locking mechanism.

o Contact hot engine components.

o Cause excessive vehicle movement while working under it without adding

additional supports.

o Work under a vehicle that is not stable and secure.

o Allow a person in the vehicle unless authorized by a mechanics teacher or

assistant.





Task

Valve Grinders



o Moving parts

o Noise

o Bruises

o Cuts

o Hearing loss

Chemical

Biological

Do o Wear appropriate personal protective equipment (impact glasses, ear muffs




o Ensure stones are kept at proper angles.

o Check for damaged or broken stones prior to starting grinder.

Do Not o Use machine for unintended purposes.

o Allow more than one operator at a time to operate equipment.







Task

Vehicle Movement


Physical o Contact with vehicle

o Crushing

o Cuts

o Bruising

o Death

Chemical

Biological

Do

o Perform a walk around inspection prior to moving vehicle.

o Only allow mechanics teacher or aid to move vehicles inside the shop and

compound area.

o Have a spotter for moving any vehicle when one or more students are

present. The spotter’s role is to ensure that no one moves into the path of

the moving vehicle.

o Sound car horn before starting movement.

o Check and test braking system prior to moving vehicles.

o Check tire wheel torque (if applicable).

o Secure vehicle with wheel chocks.

o Refer to Operating Engines - Task Hazard Analysis.

o Whenever possible, avoid vehicle movement when students are present.

Do Not

o Allow untrained (i.e., unlicensed) persons to steer and brake vehicles being

pushed in the shop or compound area.

o Allow persons to be in close proximity to any solid object when pushing

vehicle.

o Test drive unlicensed/unregistered vehicles. Check owner documentation

prior to test drive.

o Allow students to move or test drive vehicles.



Task

Washing Parts (In a Solvent Tank)


Physical o Fire o Burns

Chemical o Fumes

o Solvent



Biological

Do

o Wear personal protective equipment (chemical safety glasses, approved

solvent gloves).

o Ensure required SDS are available for hazardous chemicals.

o Use an “aqueous solution” - preferred (virgin Varsol may also be used,

however it is not recommended).



o Use spill kit to clean up large volume spills of chemicals.

o Dispose of used solvent through District’s Hazardous Waste Pick-up

Procedure (Section 6 – Chemical Hazards)

o Dispose of cleanup materials (rags or paper towels) in a waste container

for flammables.

Do Not o Leave the solvent tank lid open when not in use.

o Blow dry washed parts without the use of solvent gloves.

o Use recycled Varsol as carcinogenic agents may be present.



February 2019 FOOD 1


Task

Deep Fryer


Physical o Fire

o Heated Oil

o Burns

Chemical

Biological

Do o Follow manufacturers recommended usage and cleaning guidelines.

o Clean the oil regularly.

o Have Type KABC fire extinguisher mounted close by, know procedure for

fire.

o Cover the flame, (in the event of a fire) with a fire blanket or extinguish

with Type KABC fire extinguisher.

o Monitor oil levels and temperatures.

o Clean away any oil surrounding the fryer with warm water and detergent

immediately.

o Turn off when not in use.

o Use extreme care when filtering or changing oil.

o Use proper Personal Protective Equipment (PPE) that may include heat

resistant aprons and mitts when cleaning.

o Ensure that the floor is slip resistant and frequently cleaned with grease

cutting solution.

o Gently submerge the food ingredients into the oil. (Do not allow the oil to

splash).

Do Not o Use plastic containers for draining oil.

o Let oil overheat (above 180 °c).

o Spill or overfill containers when changing or filtering oil.

o Move containers of hot oil (allow to cool before moving or handling).

o Splash water on hot oil.



Task

Dish Washing Machine


Physical o Hot temperatures

o Slips and falls

o Scalds, burns

o Minor injuries

Chemical o Caustic soap

o Eye irritation

o Skin irritation (rash, contact

dermatitis)

o Mild respiratory irritation

Biological


o Wear appropriate gloves for handling hot wet items.

o Keep floor dry in front to prevent slips and falls.

o Be wary of load shifting and of sharp objects.

o Allow dishes to cool before removing.

o Place dishes properly on the racks.

Do Not o Open dishwasher while operating (to prevent scalding/burns).

o Reach into hot dishwasher.



Task

Dough Mixer


Physical o Rotating mixer blades

o Cuts, abrasions

o Bone fractures

o Amputation

o Death

Chemical

Biological


o Ensure the bowl is locked into place and the attachments are securely

fastened before starting the mixer.

o Exercise care when moving heavy bowls, use a cart or trolley if necessary.

o Unplug the mixer and remove the dough hooks before cleaning or

removing the dough that has stuck to the mixer.

o Remove anything which can be pulled into and get caught in the mixer

(scarf, tie, long sleeves, and jewelry).

o Tie back long hair.

Do Not

o Remove tape or attempt to bypass safety interlocks and safety guards.

o Scrape the sides of the bowls or hooks while mixer is running.

o Add the ingredients while mixer is running without safety guards.

o Try to lift the heavy bowl with wet or greasy hands.



Task

Garburator


Physical o Blades

o Liquids

o Cuts, abrasions, amputations,

death

o Splashing liquids on face

o Eye irritations

Chemical

Biological

Do

o Follow manufacturers recommended usage and cleaning guidelines.

o Wash food down with water.

o Prevent hard objects such as forks, knives, spoons, etc. from going

into the machine.

o Turn off switch from the breaker box before unclogging (Refer to Safe

Work Procedures - Lockout/Tagout

o Cover opening before turning on.

Do Not

o Reach into opening unless deactivated.

o Compact (press down) items with any objects or hands.

o Attempt to unclog before turning off switch in breaker box. (Refer to Safe

Work Procedures – Lockout/Tagout)

o Remove guards.

o Pour chemicals down while it is running.



Task

Knives


Physical o Sharp blades o Cuts, amputations

Chemical

Biological

Do o Keep knives sharp.

o Use the correct knife for the job.

o Carry one knife at a time, blade tip pointed down and back, along your

side.

o Let co-workers know you are carrying a knife.

o Use a proper chopping board or block on a non-slip surface.

o Hold with stronger or dominant hand using proper holding technique.

o Cut away from your body.

o Use protective clothing such as a mesh glove, when cutting, trimming, or

boning.

o Note: When not cutting, place knife properly on a flat surface at top of

work area, not sticking out.

o Clean the knife immediately after use or place it in a container labeled

“knives only” near the sink.

o Clean your work area so knives are not hidden under the food.

o Store securely in proper racks in a visible location.

Do Not o Leave a knife in sink, dishwater, or dishwasher.

o Use as a can, package, or box opener.

o Catch a falling knife.

o Carry a knife while carrying other objects.

o Carry in your pocket.

o Play around with knives.

o Share cutting boards.



Task

Meat Slicer


Physical o Sharp blades

o Electric motor

o Cuts, amputations

o Electric shock

Chemical o Quaternary sanitizer


o If ingested - vomiting

Biological o Unclean slicer

o Illness

o Death

Do o Follow manufacturer’s recommended usage and cleaning guidelines.

o Place on a non-slip surface.

o Operate with properly secured guards in place.

o Operate with food slicer guide only.

o Ensure equipment is turned off and unplugged before cleaning and when

not in use.

o Wear proper gloves (Kevlar) when cleaning the equipment.

o Use recommended sanitizer only.

o Clean after each use or every 2 hours at maximum

Do Not o Guide food with hands (use slicer guide).

o Put hands near slicer.

o Use bleach products containing sodium hypochlorite or other caustic/strong

detergents on the slicer base or removable parts.



Task

Microwaves / Ovens


Physical o Electric shock

o Radiation

o Heat/fire

o Burns

o Electric shock

Chemical

Biological o Food contaminants

o Improperly cooked food

resulting in illnesses


o Mount/place the oven within easy reach to prevent hot spills from food and

to prevent risk of muscle strains and injury due to overextending your

hands/arms to reach.

o Use approved materials inside microwave oven.

o Keep door seals free from food, grease, and dirt.

o Keep interior clean.

o Turn off and unplug if food inside catches fire.

o Vent food (pierce outer skin).

o Vent (open) dishes away from door.

o Fully open door to at least 90˚.

o Ensure space around oven is clear prior to opening.

o Use approved oven mitts that are dry to handle hot items.

Do Not o Use if door seals or interlock is damaged.

o Cook eggs in shell or food in sealed bags or containers.

o Put items on bottom of microwave (use a microwave safe dish).

o Use plastic wrap.

o Use plastic dishes.

o Use metal or tinfoil.

o Use damaged or wet oven mitts.



Task

Ranges / Grills


Physical o Fires

o Hot surfaces

o Explosions

o Burns

o Death

Chemical o Natural gas fumes o Asphyxiation

Biological


o Keep equipment clean.

o Turn off when done using.

o Have type KABC fire extinguisher available if working with large amounts

of oil and have fire blanket mounted close by. Know procedure for fire.

o Use pots of suitable size and weight.

o Keep handles “turned in” to prevent spills due to accidental contact.

o Use approved oven mitts that are dry to handle hot items.

o Ensure burners are not plugged with grease or debris.

o For gas grill ask supervisor or a trained person to light the pilot.

Do Not o Leave hot ranges/grills unattended.

o Touch hot surfaces.

o Use dish towels to remove hot items.

o Use to heat the room.

o Have combustibles on or near range/grill.

o Fill the pot to maximum capacity (liquid may boil over and put out the

flame).

o Use damaged or wet oven mitts.



Task

Walk-In Cooler / Freezer


Physical o Cold temperature exposure

o Slips, falls

o Electric motor/compressor

o Hypothermia

o Frost bite

o Skin burns

o Electric shock

Chemical

Biological


o Wear appropriate clothing, including coats and gloves.

o Develop a process for notifying when occupied.

o Ensure smooth operation of handle.

o Wipe up spills immediately.

o Ensure lights have protective covers.

o Ensure emergency evacuation handles on door even when locked.

o Ensure equipment (thermometer, fans) are working properly.

o Store items safely to prevent falling from shelves.

Do Not o Occupy for extended periods of time.

o Touch/handle electric motor/compressor while in operation.

February 2019 CAR 1


Task

Bleach Solution for Sanitization or Disinfection - (Use and Preparation)


Physical

Chemical o Contact with bleach (liquid or

vapour)

o Interactions between

chemicals




Biological

Do o Review Safety Data Sheet (SDS) for bleach.

o Use personal protective equipment (i.e., rubber gloves and chemical

goggles when decanting).

o Prepare solution in a well-ventilated room, using the appropriate

concentrations of bleach for each of the following tasks:

o Clean-up of blood and body fluids requires a 0.5% bleach solution as

follows:

- Use one-part (50ml) household chlorine bleach and nine parts

(450ml) water. (Use the unscented variety of bleach. Prepare

fresh daily).

o When doing laundry, a 0.01% bleach solution is required as follows:

- Use one-part (125ml) household chlorine bleach to be mixed

with about five hundred parts (65 litres or one washer load) of

water.

o Surface cleaning and soaking of glassware or plastic items require a

0.1% bleach solution as follows:

- Use one-part (20ml) household chlorine bleach mixed with

about fifty parts (1litre) of water

OR

250 ml of household chlorine bleach mixed with 12.6 litres of

water (average kitchen sink capacity).

o Apply work place label to container in which bleach solution will be

stored.

o Store bleach and bleach solution in area which has restricted student

access.

o Avoid mixing with other chemicals or cleaning products.

February 2019 CAR 2

Do Not

o Allow bleach solution to come in contact with skin or eyes.

o Breathe vapours or mists.

o Mix bleach with chemicals or other cleaners as this may result in a chemical

reaction that would produce dangerous gas (i.e., chlorine gas).

February 2019 CAR 3


Task

Bleachers and Risers (Set-up and Take Down)


Physical o Heavy load

o Pinch points

o Moving parts

o Sharp edges

o Muscle strain

o Bruising

o Crushing of fingers/toes

o Laceration

Chemical

Biological

Do

o Always have two people working together to move bleachers and risers.

o Use appropriate stick and/or hooks when moving bleachers.

o Always lock the bleachers and risers in place when they are in the open or

storage position.

o Always install hand rails (if available) on bleachers and risers when they

are in the open position.

o Periodically submit a Service Request (SR) to clean and lubricate bleachers

to ensure easy movement of the undercarriage, as well as noting any

irregularities and/or hazards. This is done in addition to our annual

Preventive Maintenance of bleachers.

o Clean area under bleachers on a regular basis. Inspect bleachers and risers

for hazards (missing bolts, loose boards, splinters, etc.) prior to use.

o Consider using gloves while opening or closing the risers.


* A video is available for correct set up and take down of the three types of risers.

The video can be found at https://mix.office.com/watch/x7seoq9i4dmh

Do Not

o Attempt to set-up the bleachers or risers by yourself, this may result in

injury.

o Use the bleachers or risers if they cannot be moved by two people. If this

occurs submit an SR to the Service Desk /Maintenance Department.

o Use excessive force to move the bleachers or risers as this may result in

injury to the employee or damage being done to the bleachers.

o Use bleachers or risers if visible parts are damaged or missing as identified

during your inspection.

https://mix.office.com/watch/x7seoq9i4dmh

February 2019 CAR 4


Task

Body Fluids Clean-up (e.g., blood, vomit, urine, fecal matter, saliva)


Physical



Biological o Contact with body fluids

o Viruses

o Bacteria

o Infections

Do

o Isolate the area and/or person until body fluids are cleaned up.

o Review Safety Data Sheet (SDS) for specific purpose disinfectant.

o Wear appropriate personal protective equipment (non-latex gloves).

o Cover fluid with towel or other absorbent material.

o Thoroughly wet the contaminated area(s) with disinfectant. For blood

spills let disinfectant sit for 10 minutes.

o After wiping up disinfectant, place all clean-up materials in a double

bag and dispose of in outside commercial garbage container.


o Thoroughly wash hands with soap and water after taking off

disinfected gloves.

o Remove contaminated clothing.

o Thoroughly wash any exposed areas on person(s) with soap.

Do Not

o Mix bleach with chemicals or other cleaners as this may result in a

chemical reaction that would produce dangerous gas (e.g., chlorine

gas).

February 2019 CAR 5


Task

Condom and Needle Debris Clean-up


Physical o Sharp items

o Cuts

o Puncture

Chemical


o Viruses

o Infections

Do

o Wear appropriate personal protective equipment (heavy rubber

gloves).

o Whenever possible, use tongs or pliers to pick up items. If tongs or

pliers are not available, use appropriate gloves.

o Hold sharp end of items away from you. Be careful not to prick

yourself or others.

o Dispose of sharp items in puncture proof container or double bag and

dispose in outside commercial garbage bins.

o Disinfect tools, gloves and hands after needle or condom handling

Do Not

o Attempt recapping of a needle if you find the cap.

o Dispose of needles into ordinary garbage bags or containers. Only

use puncture proof containers.

February 2019 CAR 6


Task

Employee Roof Access


Physical o Accessing roof o Slips, falls and death

Chemical

Biological o Exposure to insects, birds,

rodents, or pollen

o Viruses

o Infections, allergic

reactions, insect, bird or

rodent bites or stings

Do

o Keep 13 feet /4 meters (Control Zone) away from the roof edge

while working.

o Take note that a Control Zone can be walked through to access

another area.

o Ensure that, when retrieving an item within 6 feet of the roof edge, an

extended pole, broom handle, etc. is used, to either push the item off

the roof or to pull the item towards yourself.

o Wear ice cleats when accessing a roof with potential icy conditions.

o Refer to Task Hazard Analysis for ladders when accessing roofs

without interior accesses.

o Clean up after yourself - Prior to leaving the roof, clean up and

remove all tools, equipment, and materials.

o Ensure safety down below- For work being performed close to the

roof’s edge, demarcate/barricade the area(s) below to protect

pedestrians from falling debris.

o Pay extra attention to where you walk and avoid stepping backwards.

Do Not

o Work within the control zone unless effective fall protection or fall

restraint is in place.

o Access the roof when conditions are icy, slippery, or windy.

o Leave any items on the rooftop that can be blown off by the wind.

o Access a P3 school roof. Honeywell employees are the only

personnel permitted to access P3 roofs.

o Access alone or without notifying school’s administration.

February 2019 CAR 7


Task

Flood and/or Water Damage Clean-up


Physical o Slippery surface o Slipping, tripping, or

falling

Chemical o Contact with disinfectant or

sanitizer


Biological o Pathogenic

o Potential illness or

respiratory infection

Do

o Determine the source and cause of water intrusion. Stop or contain

water intrusion.

o Isolate the affected area(s) using signs or barrier tape to prevent

entry. Where possible, use materials to prevent water-spread to other

areas.

o Ensure all water soaked materials are completely dry within 48

hours.

o Ensure ventilation in the area is operating continuously. Additional

fans may be needed to speed the drying process.

o Wear appropriate personal protective equipment.

o Remove all materials and equipment outside of water soaked

area(s).

o Wash all non-porous/hard surfaces such as block walls, concrete

floors, desks that were under water.

o Continue to monitor the area for any development of visible mould

or musty odours. Use the Mould Inspection Checklist (See Mould

Inspection Checklist form in Infection Control section of OH&S

Manual) to assist in your identification of any mould concerns and

report any problems to Occupational Health and Safety by

immediately submitting an SR to the Service Desk stating the

urgency of the situation and the possible concerns.

o Remove and replace damaged insulation and drywall up to one foot

above the flood line.

o Contact Occupational Health and Safety if there are concerns that

asbestos materials may be in the area by immediately submitting an

SR to the Service Desk stating your concerns about the possible

urgency of the situation.

o For insurance purposes make a list of affected areas and damaged

materials. Include list when completing and submitting the Property

Report through EARS, noting the SR’s that have been submitted.

February 2019 CAR 8

Do

o Use appropriate electrical devices (GFCI – Ground Fault Circuit

Interrupter) when working around water and electrical devices.

Do Not

o Ignore water intrusions and/or damage.

o Mix chemicals.

February 2019 CAR 9


Task

Flood and/or Water Damage Caused by

Sewage or Contaminated Sources – Clean-up



falling


sanitizer





Do


water intrusion.


entry. Where possible, use materials to prevent water spread to other

areas.

o Contact caretaking to complete clean-up of small, local sewage or

contaminated water sources.

o Complete a hazard report following flood damage.


hours. Carpets, carpet backing, damaged drywall, ceiling tiles,

books and other porous materials contaminated by sewage that

cannot be adequately cleaned should be discarded.



o Wear appropriate personal protective equipment. Clean, disinfect or

dispose of contaminated personal protective equipment as needed.


area(s).


floors, desks that were under water, rinsing thoroughly. Then

disinfect and sanitize items after washing.

o Continue to monitor the area for any development of visible mould






urgency of the situation and the possible concerns.

o Remove and replace damaged insulation and drywall up to one foot

above the flood line.

February 2019 CAR 10

Do



SR to the Service Desk stating your concerns about the possible

urgency of the situation.

o Make a list of affected areas and damaged materials, for insurance

purposes. Include list when completing and submitting the Property

Report through EARS (IVOS).



Do Not o Ignore water intrusions and/or damage.

o Mix chemicals.



Task





o Electricity

o Collision

o Injury from falling, or falling

objects


o Electrocution



fluid



Biological

Do



manual (Contained in manual box on lift).








o Always perform a function test prior to use.




person).





Do Not


properly installed, and the leveling jacks firmly contact the floor.)


personnel activate the manual lowering valve.)







Task




o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological

Do






o Make sure the brace is locked in place, when using an A-frame

stepladder,

o Note: If climbing onto another surface, make sure the ladder extends at

least three feet past the platform you are climbing onto.


movement.





Do Not


third rung on straight or extension ladders. There would be an

exception in the use of step stools or step stairs.


o Leave ladders unattended - kids love them.




current condition.



Task




o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological

Do





(support point).






slipping.



objects.









rails.








Do



ft.) long.



Attach hooks on top of ladder rails where ladder is to be used at a constant height.

Do Not



the doors shut.




surfaces.



side rails.















Task




o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological

Do o Use a stepladder that is about 1 m (3 ft.) shorter than the highest point

you need to reach. This gives a wider, more stable, base and places



o Check stability. Ensure that all ladder feet are on a firm, level, and

non-slippery surface.







on the ladder.


Do Not o Overreach. Keep your center of gravity between the side rails of the




o Overload. Stepladders are meant for one person (not to exceed load

capacity of ladder).


plank.



directions.



Task

Leaf Blower (Gas powered)



o Hot parts

o Moving parts

o Explosions

o Ultraviolet radiation

o Eye injuries

o Burns

o Cuts

o Sunburn

Chemical o Engine exhaust

o Fuel vapours



o Light-headedness

Biological o Exposure to insects or

pollen

o Viruses

o Infections

o Allergic reactions

o Insect bites or stings

Do o Wear appropriate personal protective equipment (impact glasses, steel-

toed boots, earplugs/muffs, sunscreen, and bug spray).

o Wear appropriate clothing (long pants, no loose-fitting clothing or

dangling jewelry).

o Always lay blower on the ground when starting.

o Hold blower firmly while pulling crank to start.

o Always keep both hands on the control handles of the blower when

operating.

o Shut down the blower if the unit starts to shake or vibrate more than

normal. Check to see if the blower is damaged or fasteners are loose.

o Always disconnect the spark plug before working on the blower.

o Wipe up any spilled fuel before starting the engine.

o Keep hands and other body parts away from hot engine.




Do Not o Remove or disable a safety feature of the blower.

o Operate blower in close proximity to other persons or pets (danger

zone is approximately 5 metres).

o Refill fuel tank indoors or while engine is hot or running.

o Fill the fuel tank near an open flame.



Task

Lockout/Tagout - Electrical


Physical o Electricity

o Electrical short

o Explosion

o Fire (e.g. arc flash)

o Burns

o Electrical shock

o Death

o Heart attack

Chemical

Biological

Do

o Wear appropriate personal protective equipment (PPE)

o Receive District training on lockout/tagout procedures every 3 years.

o Contact your supervisor if uncertain on required PPE or proper

procedures.

o Follow appropriate Task Hazard Analysis for type of confined space, if

equipment is contained in confined space.

o Inform individuals that may be affected prior to lockout.

Do Not

o Work on energized equipment.

o Attempt unfamiliar repair procedures without following

manufacturer’s instructions.



Task

Lockout/Tagout – Fluids and Gases


Physical o Pressurized lines

o Heat (e.g. steam)

o Burns

o Cuts

o Bruising

Chemical o Natural gas

o Acetylene

o Welding gases

o Explosion

o Death

Biological

Do




procedures.


equipment is in confined space.

o Inform individuals that may be affected, prior to lockout.

Do Not






Task

Lockout/Tagout – Hydraulic/Pneumatic


Physical o Moving parts

o Pinch points

o Pressurized lines

o Cuts

o Bruising

o Broken bones

o Death

Chemical o Fluid o Skin and eye irritation

Biological

Do




procedures.


equipment is in confined space.


Do Not






Task

Lockout/Tagout - Mechanical



o Pinch points

o Skin penetration

o Cuts

o Bruising

o Broken bones

o Death

Chemical

Biological

Do




procedures.


equipment is in confined space,


Do Not






Task

Rodent Clean-up


Physical



Biological o Contact with rodent

carcasses, droppings, or

nests

o Viruses

o Infection

Do o Isolate the area until rodent droppings are cleaned up.

o Review Safety Data Sheet (SDS) for General Purpose Disinfectant.

o Wear appropriate personal protective equipment (respiratory protection

[N95 dust mask], rubber gloves).

o Thoroughly wet contaminated areas with disinfectant to deactivate

viruses.

o Ensure that after wetting the area with disinfectant, contaminated

materials are collected with a damp towel, then the area is mopped or

sponged with disinfectant.

o Spray dead rodents with a disinfectant.

o Place clean-up materials and/or dead rodents in a double-bag and

dispose of in outside commercial garbage container.


o Thoroughly wash hands with soap and water after taking off the

disinfected gloves.

Do Not

o Stir up dust by sweeping or vacuuming up droppings, urine, or nesting

materials.



Task

Air Handling Unit


Physical o Slips

o Trips

o Falls

o Impact injury

o Electrical

o Moving parts

o Bruising

o Lacerations


o Broken bones

o Muscle strain

o Electrocution

o Death

Chemical o Air quality

o Vehicle exhaust

o Suffocation/asphyxiation

o Dizziness

Biological o Rodent nests

o Mould

o Stagnant water

o Hantavirus

o Legionnaires disease

o Infection

o Respiratory illness

Do o Wear appropriate personal protective equipment (dust mask, safety

glasses).

o Use appropriate safety precautions (See SWP - Lockout/Tagout

procedure).

o Note: Prior to entering an air handling unit an employee should inform

administrative staff of:

- The location of the restricted space that they are about to enter.

- The duration of time they expect to spend in the restricted space.

o Visually inspect the entrance area for obvious hazards. Continue this

inspection as you proceed into the Air Handling Unit.

o Contact your supervisor if:

- Air quality is of concern.

- Significant biological hazards are discovered.

- New hazards are identified.

- Entry permit/training is out of date.

- Uncertain as to appropriate personal protective equipment (PPE).

o Ensure, if a Tending Worker is required (see Confined Space Code of

Practice - Requiring a Tending Worker), that the Tending Worker:

- Is present upon entry to the area and maintains communication

with the worker(s) in the confined space.

- Keeps a written record of the entry and exit of all workers.

- Knows to call 911 if an accident should occur and rescue is

required.

- Knows to specify to 911 operator that the emergency is related to

a worker injured in a confined space.


Do (tending worker continued…)

- Remains available to direct emergency services to the accident

scene.

- Ensures unauthorized personnel do not enter the confined space

and stay clear of the area.

- Does not enter the confined space at any time.

Do Not

o Enter an Air Handling Unit if there is a hazard present that is not

identified above, or if the type of work being performed introduces

additional hazards. (In these circumstances, a new task hazard analysis

must be completed, and a new entry permit obtained.)

o Attempt to rescue an injured worker. Wait for emergency assistance.

o Create an obstruction by the storage of materials near or adjacent to the

Air Handling Unit access/egress.



Task

Cubbyholes


Physical o Slips

o Trips

o Falls

o Impact injury

o Bruising

o Lacerations


o Broken bones

o Muscle strain



o Death


o Mould

o Hantavirus

o Infection



glasses).

o Use appropriate safety precautions (see SWP - Lockout/Tagout

procedure).

o Inform Administrative Staff - Prior to entering a cubbyhole an

employee should inform administrative staff of:




inspection as you proceed into the Cubbyhole.








Practice - Requiring a Tending Worker) that the Tending Worker:





required.




scene.






Do Not o Enter a Cubbyhole if there is a hazard present that is not identified

above, or if the type of work being performed introduces additional

hazards. (In these circumstances, a new task hazard analysis must be

completed and a new entry permit obtained.)

o Attempt the rescue of an injured worker. Wait for emergency

assistance.


Cubbyhole access/egress.



Task

Service Tunnels


Physical o Slips

o Trips

o Falls

o Impact injury

o Steam

o Bruising

o Lacerations

o Burns


o Broken bones

o Muscle strain

Chemical o Asbestos

o Air quality

o Asbestosis


o Death


o Mould

o Hantavirus

o Infection


Do o Wear appropriate personal protective equipment (dust mask).

o Use appropriate safety precautions/equipment (flashlight).

o Inform Administration - Prior to entering a service tunnel, a worker

should inform administrative staff of:

- The location of the confined space that they are about to enter.

- The duration of time they expect to spend in the confined space.


inspection as you proceed into the Service Tunnel.




- There is a concern about an asbestos release.





Practice - Requiring a Tending Worker) that the Tending Worker:





required.






scene.




Do Not o Enter a Service Tunnel if there is a hazard present that is not identified

above or if the type of work being performed introduces additional



o Attempt to rescue an injured worker. Wait for emergency assistance.

o Create an obstruction by the storage of materials in these areas.



Task

Spaces Above Fixed Ceilings


Physical o Slips

o Trips

o Falls

o Impact injury

o Bruising

o Lacerations


o Broken bones

o Muscle strain


o Asbestos


o Asbestosis

o Death


o Mould

o Hantavirus

o Infection


Do o Use appropriate safety precautions/equipment (flashlight).


inspection as you proceed into the Space Above a Fixed Ceiling.














required.

- Knows to specify to the 911 operator that the emergency is related

to a worker injured in a confined space.


scene.





Do Not o Enter a space above fixed ceilings if there is a hazard present that is not

identified above or if the type of work being performed introduces


must be completed and a new entry permit obtained.)


assistance.



Task

Storage Areas Under Stages


Physical o Slips

o Trips

o Impact injury

o Moving parts

o Bruising

o Lacerations


o Broken bones

o Muscle strain



o Death


o Mould

o Hantavirus


o Infection


Do o Wear appropriate personal protective equipment (protective gloves).



inspection as you proceed into the Area Under a Stage.













required.




scene.





Do Not o Ever enter an area under a stage if there is a hazard present that is not

identified above, or if the type of work being performed introduces



o Attempt rescue of an injured worker. Wait for emergency

assistance.



Task

Mowers (Walk behind and Riding)



o Hot parts

o Moving parts

o Explosions


o Eye injuries

o Burns

o Cuts

o Sunburn


o Fuel vapours



o Light-headedness


pollen

o Viruses

o Infections



Do


o Ensure you are orientated and that your supervisor deems you

competent in the use of this.

o Wear appropriate personal protective equipment (steel toed boots,

impact glasses, earplugs/muffs, sunscreen, and bug spray).


dangling jewelry).

o Walk around the area and pick-up any rocks, wires, sticks and other

objects that the blade might pick-up and throw.

o Be mindful of the direction of discharge, particularly in areas near play

structures or parking lots where the risk of injury or damage is greater.

o Before use, check the operation of the blade, blade brake, stopping

feature of the mower, clutch and engine kill switch.

o Ensure that guards, shields, deflectors, and warning decals are in place

on the mower.


o Always start the mower on a level surface.

o Always stop mowing if a person or foreign object appears in your path.

o Be mindful of wet grass, which can clump in the discharge area. When

this occurs, turn off the engine, disconnect the spark plug and ensure

the blade is stopped before making any adjustments or connections.

Use a stick, not hands, to clear plugged discharge area.

o Keep hands and other body parts away from hot engine and blade area.


Do

o Always push a walk-behind-mower forward. If you pull the mower

backwards you run the risk of running over your foot.

o Request specific directions from a supervisor before attempting to cut

steep hills or other potentially hazardous areas.

o Use an electrical or push mower, if cutting grass in an interior

courtyard.

Do Not

o Use a mower not working properly or if any of the safety features are

missing or damaged.

o Remove or disable a safety feature.

o Cross a driveway or path with the blade rotating. The blades can pick-

up and throw loose gravel and rocks.

o Operate mower when persons or pets are in the danger zone (approx.

15 metres).

o Put your hand or any part of the body in or anywhere close to the blade

path when the engine is running. This also applies if the mower is

equipped with a blade clutch. Always assume the blade is turning

when the engine is running.

o Fill fuel tank indoors or while engine is hot or running.

o Carry passengers on any riding mower.

o Mow in reverse on the riding mowers. If you must back up,

disengage the blade and ensure the area behind you is clear.


o Use a gas-powered lawn mower for cutting grass in an interior

courtyard.

February 2019 SUP 1


Task

Care of Human, Animal, and Insect Bites


Physical • •

Chemical • •

Biological o Exchange of body fluid

o Infection

o Disease

Do

o Report human and animal bites on an Accident Report and First Aid

Record Form. (When reporting, indicate if bite has broken the skin).

Report severe insect bites and allergic reactions.

o Inform Principal if a human or animal bite breaks the skin. (Principal

will contact Area Superintendent who will notify Communicable

Diseases with Alberta Health Services if human bite occurs, as well as

Animal Control if bite from a canine, feline, ferret, or any other rabies

carrying animal occurs).

o Consult qualified First Aider for treatment. If first aider has open cuts or

sores, cover prior to applying treatment.

o Be aware of allergic reactions.

o Wear protective equipment, if required (e.g., gloves, thicker clothing).

Do Not

o Avoid reporting bite incident.

February 2019 SUP 2


Task

Employee Roof Access


Physical o Accessing roof o Slips, falls and death

Chemical

Biological o Exposure to insects, birds,

rodents, or pollen

o Viruses

o Infections, allergic

reactions, insect, bird or

rodent bites or stings

Do

o Keep 13 feet /4 meters (Control Zone) away from the roof edge while

working.

o Note that a control zone can be walked through to access another

area.

o Note that when retrieving an item within 6 feet of the roof edge, use

an extended pole, broom handle, etc. to either push the item off the

roof or to pull the item towards yourself.

o Wear ice cleats when accessing a roof with potential icy conditions.

o Refer to: Task Hazard Analysis for ladders and Portable/Extension

Ladders when accessing roofs without interior accesses.

o Take note of general housekeeping; Prior to leaving the roof, clean

up and remove all tools, equipment, and materials.

o Ensure safety down below; For work being performed close to the

roof’s edge, demarcate/barricade the area(s) below to protect

pedestrians from falling debris.

o Pay extra attention to where you walk and avoid stepping backwards.

Do Not

o Work within the control zone unless effective fall protection or fall

restraint is in place.

o Access the roof when conditions are icy, slippery, or windy.

o Leave any items on the rooftop that can be blown off by the wind.

o Access a P3 school roof. Honeywell employees are the only

personnel permitted to access P3 roofs.

o Access alone or without notifying school’s administration.

February 2019 SUP 3


Task

Flood and/or Water Damage Clean-up



falling


sanitizer





Do


water intrusion.


entry.

o Ensure, where possible, use of materials to prevent water spreading

to other areas.


hours.



o Wear appropriate personal protective equipment.


area(s).


floors, and desks that were under water.

o Continue to monitor the area for any development of visual mould





immediately submitting an SR to the Service Desk stating the details

and the concern about the potential urgency of the situation.

o Remove and replace damaged insulation and drywall – this must be

continued for one foot above the flood line.



SR to the Service Desk stating the details and the concerns about the

potential urgency of the situation.

o For insurance purposes make a list of affected areas and damaged

materials. Include list when completing and submitting the Property

Report through EARS.

February 2019 SUP 4

Do

o Do use appropriate electrical devices (GFCI – Ground Fault Circuit


Do Not

o Ignore water intrusions and/or damage.

o Mix chemicals.

February 2019 SUP 5


Task

Flood and/or Water Damage Caused by

Sewage or Contaminated Sources – Clean-up



falling


sanitizer





Do


water intrusion.


entry.

o Use materials to prevent water spreading to other areas, where

possible.

o Contact caretaking to complete clean-up of small, local sewage or

contaminated water sources.

o Complete a hazard report following flood damage.


hours. (Carpets, carpet backing, damaged drywall, ceiling tiles,

books and other porous materials contaminated by sewage that

cannot be adequately cleaned should be discarded.)



o Wear appropriate personal protective equipment. Clean, disinfect or

dispose of contaminated personal protective equipment as needed.


area(s).


floors, desks that were under water, rinsing thoroughly, then

disinfect and sanitize items after washing.

o Continue to monitor the area for any development of visual mould






details, and the concerns about the potential urgency of the situation.

February 2019 SUP 6

Do

o Remove and replace damaged insulation and drywall to a distance

of not less than one foot above the flood line.



SR to the Service Desk stating the details and the concerns about the

potential urgency of the situation.

o Make a list of affected areas and damaged materials, for insurance

purposes. Include list when completing and submitting the Property

Report through EARS (IVOS).



Do Not o Ignore water intrusions and/or damage.

o Mix chemicals.

February 2019 SUP 7


Task





o Electricity

o Collision


objects


o Electrocution



fluid



Biological

Do















person).





Do Not




personnel activate the manual lowering-valve.)





February 2019 SUP 8


Task




o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological

Do






o Ensure that, when using an A-frame stepladder, the brace is locked in

place.

o Ensure that, if climbing onto another surface, the ladder extends at



movement.





Do Not


third on straight or extension ladders. With the exception of step stools

or step stairs.


o Leave ladders unattended - kids love them.




current condition.

February 2019 SUP 9


Task




o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological

Do





(support point).






slipping.



objects.









rails.







February 2019 SUP 10

Do



ft.) long.



o Attach hooks on top of ladder rails where ladder is to be used at a

constant height.

Do Not



the doors shut.




surfaces.



side rails.















Task




o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological


you have to reach. This gives a wider, more stable base and places the











on the ladder.









plank.



directions.



Task

Lockout/Tagout - Electrical


Physical o Electricity

o Electrical short

o Explosion

o Fire (e.g. arc flash)

o Burns

o Electrical shock

o Death

o Heart attack

Chemical

Biological

Do




procedures.

o Ensure, if equipment is in confined space, that you follow the

appropriate Task Hazard Analysis for type of confined space.


Do Not






Task

Lockout/Tagout – Fluids and Gases


Physical o Pressurized lines

o Heat (e.g. steam)

o Burns

o Cuts

o Bruising

Chemical o Natural gas

o Acetylene

o Welding gases

o Explosion

o Death

Biological

Do

o Wear appropriate personal protective equipment (PPE).



procedures.

o Ensure, if equipment is in confined space, that you follow the

appropriate Task Hazard Analysis for type of confined space.

o Inform individuals that may be affected, prior to the lockout.

Do Not






Task

Lockout/Tagout – Hydraulic/Pneumatic



o Pinch points

o Pressurized lines

o Cuts

o Bruising

o Broken bones

o Death

Chemical o Fluid o Skin and eye irritation

Biological

Do




procedures.

o Ensure, if equipment is in confined space, that you follow appropriate

Task Hazard Analysis for type of confined space.


Do Not






Task

Lockout/Tagout - Mechanical



o Pinch points

o Skin penetration

o Cuts

o Bruising

o Broken bones

o Death

Chemical

Biological

Do




procedures.

o Ensure, if equipment is in confined space, that you follow appropriate

Task Hazard Analysis for type of confined space.


Do Not






Task

Mowers (Walk behind and Riding)



o Hot parts

o Moving parts

o Explosions


o Eye injuries

o Burns

o Cuts

o Sunburn


o Fuel vapours



o Light-headedness


pollen

o Viruses

o Infections



Do o Follow manufacturer’s instructions for use and maintenance.

o Ensure you are orientated and that your supervisor deems you

competent in the use of this.

o Wear appropriate personal protective equipment (steel-toed boots,

impact glasses, earplugs/muffs for extended use, sunscreen, and bug

spray).


dangling jewelry).

o Walk around the area and pick-up any rocks, wires, sticks and other

objects that the blade might pick-up and throw.

o Be mindful of the direction of discharge, particularly in areas near play

structures or parking lots where the risk of injury or damage is greater.

o Ensure, before use, to check the operation of the blade, blade brake,

stopping feature of the mower, clutch and engine kill switch.

o Ensure that guards, shields, deflectors, and warning decals are in place

on the mower.


o Always start the mower on a level surface.

o Always stop mowing if a person or foreign object appears in your path.

o Be mindful of wet grass, which can clump in the discharge area. When

this occurs, turn off the engine, disconnect the spark plug and ensure

the blade is stopped before making any adjustments or connections.

Use a stick, not hands, to clear plugged discharge area.

o Keep hands and other body parts away from hot engine and blade area.


o Always push a walk-behind-mower forward. If you pull the mower

backwards you run the risk of running over your foot.

Do

o Request specific directions from a supervisor before attempting to cut

steep hills or other potentially hazardous areas.

o Use an electrical or push mower, if cutting grass in an interior

courtyard,

Do Not

o Use a mower not working properly or if any of the safety features are

missing or damaged.

o Remove or disable a safety feature.

o Cross a driveway or path with the blade rotating. The blades can pick-

up and throw loose gravel and rocks.

o Operate mower when persons or pets are in the danger zone (approx.

15 metres).

o Put your hand or any part of the body in or anywhere close to the blade

path when the engine is running. This also applies if the mower is

equipped with a blade clutch. Always assume the blade is turning

when the engine is running.

o Fill fuel tank indoors or while engine is hot or running.

o Carry passengers on any riding mower.

o Mow in reverse on the riding mowers. If you must back up,

disengage the blade and ensure the area behind you is clear.


o Use a gas-powered lawn mower for cutting grass in an interior

courtyard.



Task

Outdoor Vehicle Work


Physical o Work on vehicle outside o Hot engine parts, contact

with vehicle, burns,

crushing, cuts, bruising,

death

Chemical o Contact with lubricating

fluid, antifreeze, and

gasoline

o Skin and eye irritation,

throat, and lung irritation


pollen

o Viruses

o Infections, allergic reactions,

insect bites or stings

Do o Refer to Under Vehicle Maintenance/Repairs – Task Hazard Analysis.

o Block perimeter area with proper signs and physical barrier.

o Work outside only when weather permitting.

Do Not

o Allow personnel in the perimeter while vehicle is being moved.



Task

Rodent Clean-up


Physical



Biological o Contact with rodent

carcasses, droppings, or

nests

o Viruses

o Infection

Do o Isolate the area until rodent droppings are cleaned up.

o Review Material Safety Data Sheet (SDS) for General Purpose

Disinfectant.

o Wear appropriate personal protective equipment (respiratory protection

[N95 dust mask], rubber gloves).

o Thoroughly wet contaminated areas with disinfectant to deactivate

viruses.

o Ensure that, after wetting the area with disinfectant, contaminated

materials are collected with a damp towel, then mop or sponge the area

with disinfectant.

o Spray dead rodents with a disinfectant.

o Place clean-up materials and/or dead rodents in a double-bag and

dispose of in outside commercial garbage container.


o Thoroughly wash hands with soap and water after taking off the clean

gloves

Do Not

o Never stir up dust by sweeping or vacuuming up droppings, urine, or

nesting materials.



Task

Weed Trimmer



o Hot parts

o Moving parts

o Explosions


o Eye injuries

o Burns

o Cuts

o Sunburn


o Fuel vapours



o Light-headedness


pollen

o Viruses

o Infection



Do o Wear appropriate personal protective equipment (impact glasses, steel

toed boots, earplugs/muffs, sunscreen, bug spray).


dangling jewelry).

o Always lay trimmer on the ground when starting.

o Secure trimmer firmly while pulling crank to start.

o Always keep both hands on the control handles of the trimmer when

operating.

o Shut down the trimmer if the unit starts to shake or vibrate more than

normal. Check to see if the trimmer is damaged or fasteners are loose.

o Always disconnect the spark plug before working on the trimmer or

changing line.


o Keep hands and other body parts away from hot engine.

o Always replace damaged or broken debris shields.




Do Not o Remove or disable a safety feature of the trimmer (e.g., debris shield).

o Operate trimmer in close proximity to persons or pets (danger zone is

approximately 15 metres).

o Refill fuel tank indoors or while engine is hot or running.




Task

Band Saw





o Pinch points



o Hearing loss

o Eye Injury

Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do o Ensure you are trained in the use of this equipment or are working


o Look for knots and nails in material before you begin. Avoid them if

possible; if they cannot be avoided, be cautious when approaching

these areas with the blade.






to prevent slips.


o Use proper blade size and type.

o Adjust the upper blade/guard to within 1/8” (0.3 cm) above the

material you are cutting.

o Ensure the blade tension tracking, blade guides, and blade support

bearings are properly adjusted.


o Avoid awkward operations and hand positions where a sudden slip

could cause a hand to move into the blade.

o Hold the material you are cutting firmly against the table.

o Hold the material you are cutting firmly and feed into blade at a

moderate speed.


o Make “relief” cuts prior to cutting long curves.

o Turn the machine “off” and wait for the blade to stop prior to; cleaning

the blade area, removing debris near the blade, removing or securing

materials, or changing the angle of the table.


o Ensure all band wheels are enclosed.


Do Not o Wear gloves, loose clothing, jewelry or have long, loose hair that could




o Try to remove waste/cutoffs while machine is running.

o Start the machine before clearing the table of all objects (tools, scrap

pieces, etc.).

o Start the machine with the material against the blade.

o Reach under the table while the machine is running.

o Attempt to back material away from the blade while the saw is in

motion if work binds or pinches on the blades.

o Leave saw running if unattended.

o Remove sawdust or cuttings from the table by hand. Use a stick

or brush.



Task

Circular Saw


Physical o Flying objects (kickback)



o Pinch points



o Hearing loss

o Eye Injury

Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do o Wear appropriate personal protective equipment (impact glasses, ear








with the blade.

o Ensure guard moves freely and operates correctly before connecting

the saw to a power source.

o Ensure material is secure when cutting.

o Keep fingers away from blades.

o Set the saw down ONLY once the blade has stopped.

o Use wooden splitters when ripping.

o Allow off-cuts to fall.

o Avoid cutting small pieces.

o Ensure power cord is clear of cut.

o Ensure adequate length of power cord is available to fully complete

cut.

o Ensure material is adequately supported before and after the cut.

o Use two hands to operate saw: one on trigger switch and the other on

front knob handle.

o Disconnect power before changing blade.





o Set blade depth to more than ½” (1.3 cm) beyond the lower face of

material.

o Reach under the saw or material while the blade is turning.

o Force cuts.

o Hold or fix retracting guard in the open position.

o Carry saw with finger on the trigger.

o Set the saw down until the blade has stopped.

o Rip material without using a wedge or guide that is clamped or nailed

to stock.

o Allow junior high students to use the circular saw.





Task

Compound Mitre Saw and

Sliding Compound Mitre Saw





o Pinch points

o Eye Injury


o Hearing loss


Chemical o Dust

o Throat and lung

irritation/damage

Biological







o Ensure material is secure before cutting.

o Ensure the wood is in contact with the fence and the table before

cutting.



with the blade.

o Ensure operator’s arms are always parallel to the direction of the cut.

o Ensure blade is at full speed before commencing cutting.

o Keep blade sharp and free of rust and pitch.


o Always ensure, for sliding compound mitre saw, that you pull the saw

out fully then down into material. Make cut towards the fence.








o Remove material until blade is stopped.


o Cut bowed or warped material.

o Use mitre saw for ripping material.



Task

Drill Press



o Moving parts


o Pinch points



o Hearing loss

o Eye Injury

Chemical o Dust

o Throat and lung

irritation/damage

Biological








to prevent slips.

o Secure material before drilling.



with the blade.

o Ensure bits are tightened in chuck.

o Keep hands away from running bits.

o Use appropriate speed for the material.

o Stop the machine and step back if problems arise.

o Ensure drill press is secured to floor or bench.

o Use keyless chucks or spring-loaded keys.





o Remove material or debris while bit is spinning.

o Leave the drill press running if unattended.

o Leave key in chuck.

o Place hands under material being drilled.





Task

Jointer





o Pinch points



o Hearing loss

o Eye Injury

Chemical o Dust

o Throat and lung

irritation/damage

Biological








to prevent slips.



with the blade.

o Always use push sticks/push pads, when necessary.

o Inspect all material for flaws (cracks), nails, screws (fasteners).

o Ensure dust collection system is used.

o Ensure that fence and table are set properly and locked before

operating.

o Hold the material firmly against the table and fence.


o Tighten the infeed/outfeed tables before starting the machine.

o Properly secure the blades in the cutterhead before turning the power

“on”.


o Keep arms, hands, and fingers away from the cutterhead.

o Use hold-down/push blocks for jointing or planning any material lower

than the fence.

o Ensure bowed wood is jointed with bow facing down


Do Not








o Joint or plane a material that is shorter than 12” (30.5 cm), narrower

than ¾” (1.9 cm) or less than ½” (1.3 cm) thick.

o Perform “free-hand” operations. Use the fence to position and guide

the material.



o Turn the machine “on” with the material contacting the cutterhead.

o Make cuts deeper than 1/8” (0.3 cm).

o Run hand over blade.



Task

Radial Arm Saw





o Pinch points



o Hearing loss

o Eye Injury

Chemical o Dust

o Throat and lung

irritation/damage

Biological







o Have an anti-skid surface on the floor where the operator would stand to

prevent slips.

o Ensure blade is installed to rotate in the proper direction.

o Ensure blade cannot extend beyond the saw table in any operation.

o Check to see that guards are in place, secured, working correctly, and

used.

o Ensure that end plates are securely fastened to track arm prior to use.

o Tighten all clamp handles prior to use except for the motor carriage

clamp. Tighten this clamp only for ripping operations.

o Avoid kickback by:

Keeping blade sharp and free of rust and pitch.

Keeping blade parallel to the fence when ripping.

Using anti-kickback fingers when ripping. Lower the guard on the

infeed and adjust the anti-kickback attachment properly.

o Follow all ripping warnings on the machine. Never feed the material into

the anti-kickback end of the machine. Feed material against blade rotation.

o Use push stick(s) for ripping a narrow material.

o Return the cutterhead to the full rear position behind the fence after each

crosscut operation.

o Turn the machine “off” and disconnect the machine from the power

source before installing or removing blades.


o Replace Radial Arm Saw with Sliding Compound Mitre Saw if possible.






o Cut material that is embedded with foreign objects (nails, staples, etc.)




o Reach around the saw blade when operating.

o Perform a “crossed arm” operation when using this tool.



Task

Router



o Moving parts (bit)


o Pinch points

o Hot machine parts

o Eye Injury


o Hearing loss


o Burns

Chemical o Dust

o Throat and lung

irritation/damage

Biological








instructions.


bits.

o Keep a firm grip with both hands on your router at all times. Failure to

do so could result in loss of control, leading to possible serious injury.

o Always face the cutter blade opening away from your body.

o Only hold those gripping surfaces of the router designated by the

manufacturer.



with the blade.

o Cut counterclockwise on freehand cutting.


plugged in.





o Always secure clamping devices on the material you are cutting before

operating the router.

o Ensure switch is in the ‘off’ position before plugging into the power

outlet.


Do

o Always allow the motor to reach full speed before feeding the router

into the material, thus allowing greater control.





o Reach underneath the material while bits are rotating.

o Attempt to remove debris while the router is operating.


staples, etc.)

o Force a router.

o Turn the base and bit toward you, when removing a router from your

material.



Task

Router Table





o Pinch points

o Hot machine parts

o Eye Injury


o Hearing loss


o Burns

Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do








instructions.


bits.

o Use guards whenever possible.

o Feed material in proper direction (into the direction of bit rotation).

o Use long push blocks with handles when routing short pieces or end

grain.



with the blade.


plugged in.





o Use fence as guide.

o Use push stick when routing small pieces.


o Ensure portable router tables are secure to bench.

o Ensure switch is in the ‘off’ position before plugging into the power

outlet.


Do

o Always allow the motor to reach full speed before feeding the material

into the router thus providing greater control.

Do Not






staples, etc.)

o Allow any student to use this piece of equipment unless there is active,




Task

Sander - Mounted (Disc/Belt)



o Moving parts


o Pinch points

o Fire

o Explosion

o Eye Injury

o Cuts

o Hearing loss

o Bruises

o Burns

Chemical o Dust



Biological

Do o Wear appropriate personal protective equipment (safety glasses, ear




o Ensure you are trained in the use of this equipment.


to prevent slips.

o Have dust collection connected and operational.

o Clean the machine and dust collector thoroughly when processing

different types of materials (wood, steel, or aluminum).

o Prevent the material from contacting the sanding surface before

starting the tool.

o Maintain a maximum clearance of 1/16” between the table and the

sanding surface.

o Support the material firmly with a mitre gauge, backstop, or work

table when sanding with a belt. Hold the material firmly.


o Avoid kickback. Feed the material against the downward rotation side

of the disc or the forward rotation of the belt.

o Turn the machine ‘off’, disconnect the machine from the power

source, and clean the table/work area before leaving the machine.

Lock the switch in the ‘off’ position to prevent unauthorized use.






o Sand very small or very thin materials that cannot be safely controlled.

o Sand or polish magnesium. Fire could result.



Task

Table Saw





o Pinch points

o Eye injury

o Cuts, severed appendages

o Hearing loss


Chemical o Wood dust

o Throat and lung

irritation/damage

Biological

Do





o Use the correct blade and ensure it is sharp (dull blades bind and

overheat).

o Ensure that the blade is properly seated, tightened and aligned.



with the blade.

o Start the blade before pushing the material into the blade.

o Have both feet planted firmly on the floor.


to prevent slips.

o Stand to the side (left or right) when you use the saw, in case the



o Press the material firmly against the guide fence as you cut.

o Always use the blade guard, a splitter, and an anti-kickback device.

o Take Note: Specific safety cautions must be in place when it is not

possible to use a guard for special cuts. This operation should only be

done by a teacher or under the direct supervision of a teacher.

o Wait for the blade to stop before removing material.

o Ensure the fence is locked before cutting.

o Ensure fence is parallel with the blade.

o Lower blade after use.

o Pay attention to the location of hands while cutting.

o Pay attention to the material, making sure the material is always

touching the fence (This is the main reason for kickbacks and most

mistakes).


Do

o Have outfeed support (table, person, or rollers) set up before

beginning the cut.

o Push material completely past blade when cutting.

Do Not

o Wear gloves, loose clothing, jewelry or have long, loose hair that


o Set the blade height to more than 1/2” (1.3 cm) above the material.

o Reach over the saw blade while it is operating.

o Force the material into the blade. Feed the material into the blade with

a little pressure.


staples, etc.)

o Cross over hands while cutting.


o Allow any student to use this piece of equipment unless there is

active, in the area, supervision by a teacher or a teaching assistant.



Outfeed pulling might draw the operator into the saw. The person on


from falling.

o Let the person who is on the outfeed side of the table saw squeeze the

split pieces of material together as this will cause the material to bind

at the saw blade.

o Turn the machine ‘on’ before clearing the table of all objects (tools,


o Run warped or crooked stock through the table saw. The sides facing

the table fence should be straight.

o Use the saw table to stack material as you use it.

o Allow freehand cuts.

o Pull material back after entering the blade cutting area.



Task

Thickness Planer





o Pinch points

o Eye Injury


o Hearing loss


Chemical o Dust

o Throat and lung

irritation/damage

Biological

Do








to prevent slips.

o Check to see if guards (if applicable) are in place, secured and

working correctly.



with the blade.

o Ensure push stick is available. The push stick must be thinner than the

material being planed and long enough to prevent hand entry into

machine. Preferred method is to move to other side of machine and

pull material through.

o Follow manufacturer’s guidelines for minimum length of material to

plane.

o Set depth of cut to thickest part of material.



o Ensure that the material is not touching the cutterhead when turning

the machine “on”.

o Properly secure the knives in the cutterhead before turning the power

“on”.

o Lock the speed setting securely before feeding the material through the

machine.


Do

o Keep arms, hands, and fingers away from the cutterheads, the feed

rollers and the chip exhaust opening.

o Allow the cutterhead to reach full speed before feeding in the material.

o Stand to the side (left or right) when you use the planer in case the


o Remove shavings only with the machine “off” and disconnected from

the power source.

o Ensure, for longer pieces of material, that material is pushed

completely past the blade when cutting.





Do Not

o Allow students to use this piece of equipment unless there is


o Reach into machine when connected to power source.

o Use dull blades.

o Wear gloves, loose clothing, jewelry or have long, loose hair that


o Turn the machine “on” before clearing the table of all objects

(tools, scraps of wood, etc.).



Outfeed pulling might draw the operator into the saw. The person

on the outfeed side is only there for the purpose of supporting the

object from falling.

o Feed a material that is warped, contains knots, or is embedded

with foreign objects (nails, staples, etc.).

o Feed a short, thin, or narrow material into the machine.

o Feed a material into the outfeed end of the machine.

o Turn the machine “on” with the material touching the cutterhead.



Task

Batteries (Removal/Installation)


Physical o Electrical short

o Explosions

o Burns

o Cuts

o Electric shock

Chemical o Acids

o Burns


Biological

Do o Wear appropriate personal protective equipment (chemical safety goggles,

gloves).

o Remove jewelry.


o Inspect battery for leaks before removal.

o Disconnect negative terminal first before working on or removing battery.

o Connect negative terminal last when reinstalling battery.

o Keep battery level when removing or carrying to avoid acid leaks.

o Store batteries away from sources of ignition and in a well-ventilated

location.

o Avoid direct contact with the internal contents of batteries.



o Ensure appropriate disposal methods for batteries are followed.

Do Not o Place tools on battery.

o Make contact between two terminals with tools.

o Pry stuck terminals, potentially cracking case.





Task

Booster Cables



o Cuts

o Bruises

Chemical o Acid o Skin and eye irritation

Biological

Do o Wear appropriate personal protective equipment (chemical safety goggles).




o Ensure battery is not frozen.

o Follow the steps for boosting a battery:

1. Ensure vehicle is in “Park” and parking brake is used.

2. Turn off both vehicles and accessories when boosting a battery.

3. Attach one end of the positive jumper cable to the disabled battery’s

positive terminal.

4. Connect the other end of the positive

jumper cable to the booster battery’s

positive terminal.

5. Attach one end of the negative jumper

cable to the booster battery’s negative

terminal.

6. Use an engine ground not a negative terminal on the disabled car.

7. Attach the other end of the negative jumper cable to an engine ground

on the disabled vehicle.

8. Attempt to start the disabled vehicle. If the disabled vehicle does not

readily start, start the jumper vehicle, and run it at fast idle to prevent

excessive current draw.

9. Once the disabled vehicle starts, disconnect the ground connected

negative jumper cable from its engine block.

10. Disconnect the negative jumper cable from the booster battery.

11. Disconnect the positive jumper cable from the booster battery, then

from the other battery.

Do Not o Rock booster cables to correct a bad electrical connection.

o Let vehicles touch each other.

o Wear metallic jewelry.



Task

Compressed Air



o Skin penetration

o Dust

o Eye injuries

o Hearing damage

o Embolism


o Cuts

o Bruises

Chemical

Biological

Do o Wear appropriate personal protective equipment (impact glasses).

o Regulate air pressure to match tools used.

o Ensure all air hoses are in good repair and connections are functioning

properly.

o Point air hose away from body when connecting or disconnecting tools or

air hose.


o Ensure proper pressure regulator and relief device is in place to maintain

proper pressure.

o Use appropriate tools for the task performed.

o Review all safety procedures prior to allowing individuals to use

compressed air for the first time.

Do Not o Use for general purpose cleaning.

o Clean self or others with compressed air.

o Use damaged or faulty hoses or tools.

o Use tools without training.

o Alter tools in any way.

o Use to clean brake pads.





Task

Pneumatic Tools



o Moving parts

o Noise

o Bruising

o Cuts

o Hearing loss

Chemical

Biological

Do o Wear appropriate personal protective equipment (impact glasses, ear muffs





o Use the correct air pressure for the tool as identified by manufacturer.

o Always use the appropriate attachments for the tool.

o Use caution when connecting tools to the compressed air supply to ensure

proper connection.


Do Not o Modify pneumatic tools.

o Use a pneumatic tool for the wrong application.

o Use damaged or defective tools.





Task

Air Handling Unit


Physical o Slips

o Trips

o Falls

o Impact injury

o Electrical

o Moving parts

o Bruising

o Lacerations


o Broken bones

o Muscle strain

o Electrocution

o Death


o Vehicle exhaust


o Dizziness


o Mould

o Stagnant water

o Hantavirus


o Infection



glasses).

o Use appropriate safety precautions (Lockout/Tagout procedure).

o Inform Administration - Prior to entering an air handling unit an


















required.






scene.




Do Not o Enter an Air Handling Unit if there is a hazard present that is not





assistance.





Task

Cubbyholes


Physical o Slips

o Trips

o Falls

o Impact injury

o Bruising

o Lacerations


o Broken bones

o Muscle strain



o Death


o Mould

o Hantavirus

o Infection



glasses).

o Use appropriate safety precautions (Lockout/Tagout procedure).

o Inform Administration - Prior to entering a cubbyhole an employee


















required.




scene.






Do Not

o Enter a Cubbyhole if there is a hazard present that is not identified





assistance.





Task

Service Tunnels


Physical o Slips

o Trips

o Falls

o Impact injury

o Steam

o Bruising

o Lacerations

o Burns


o Broken bones

o Muscle strain

Chemical o Asbestos

o Air quality

o Asbestosis


o Death


o Mould

o Hantavirus

o Infection























required.





scene.

Do (tending worker continued…




Do Not

o Enter a Service Tunnel if there is a hazard present that is not identified





assistance.




Task



Physical o Slips

o Trips

o Falls

o Impact injury

o Bruising

o Lacerations


o Broken bones

o Muscle strain


o Asbestos


o Asbestosis

o Death


o Mould

o Hantavirus

o Infection














Is present upon entry to the area and maintains communication




required.




scene.










assistance.



Task



Physical o Slips

o Trips

o Impact injury

o Moving parts

o Bruising

o Lacerations


o Broken bones

o Muscle strain



o Death


o Mould

o Hantavirus


o Infection


















required.




scene.





Do Not o Enter an area under a stage if there is a hazard present that is not





assistance.



Task

Cooling Towers


Physical o Slips

o Trips

o Falls

o Impact injury

o Electrical

o Moving parts

o Bruising

o Lacerations


o Broken bones

o Muscle strain

o Electrocution



o Dizziness

o Death


o Mould

o Stagnant water

o Hantavirus

o Legionnaires

o Infection



o Use appropriate safety precautions/equipment (Refer to Safe Work

Procedures Lockout/Tagout procedure, flashlight).

o Inform Administration - Prior to entering a cooling tower, a worker





inspection as you proceed into the Cooling Tower.













required

- Knows to specify to 911 operator that the emergency is related to a

worker injured in a confined space.



scene.

Do




Do Not o Enter a Cooling Tower if there is a hazard present that is not identified





assistance.


Cooling Tower access/egress.



Task

Sump Pits


Physical o Slips

o Trips

o Falls

o Impact injury

o Bruising

o Lacerations


o Broken bones

o Muscle strain


o Vehicle exhaust

o Gasoline, oil, solvents


o Dizziness

o Dermatitis

o Death


o Mould

o Stagnant water

o Hantavirus

o Infection


Do o Review your entry permit before entering a Sump Pit (must be

currently dated).

o Wear appropriate personal protective equipment (protective gloves,

rubber boots).


Procedures Lockout/Tagout procedure, flashlight, ladder).

o Inform Administration - Prior to entering a sump pit a worker should

inform administrative staff of:




inspection as you proceed into the Sump Pit.













required.






scene.




Do Not o Enter a Sump Pit without a valid entry permit.

o Enter a Sump Pit if there is a hazard present that is not identified above

or if the type of work being performed introduces additional hazards.

(In these circumstances, a new task hazard analysis must be completed

and a new entry permit obtained.)

o Attempt the rescue of an injured worker. Wait for emergency assistance.



Task

Catch Basins


Physical o Slips

o Trips

o Falls

o Impact injury

o Bruising

o Lacerations


o Broken bones

o Muscle strain


o Vehicle exhaust

o Gasoline, oil, solvents,

antifreeze


o Dizziness

o Dermatitis

o Death


o Mould

o Stagnant water

o Hantavirus

o Infection


Do o Review your entry permit before entering a Catch Basin (must be

currently dated).


rubber boots).

o Use appropriate safety precautions/equipment (flashlight, ladder).

o Inform Administration - Prior to entering a catch basin, a worker





inspection as you proceed into the Catch Basin.







o If a Tending Worker is required (see Confined Space Code of Practice -

Requiring a Tending Worker) ensure that the Tending Worker:





required.





scene.

Do

- Ensure unauthorized personnel do not enter the confined space and

stay clear of the area.


Do Not

o Enter a Catch Basin without a valid entry permit

o Enter a Catch Basin if there is a hazard present that is not identified



completed and a new entry permit obtained).


February 2019 CRSE 1


Task

Air Handling Unit


Physical o Slips

o Trips

o Falls

o Impact injury

o Electrical

o Moving parts

o Bruising

o Lacerations


o Broken bones

o Muscle strain

o Electrocution

o Death


o Vehicle exhaust


o Dizziness


o Mould

o Stagnant water

o Hantavirus


o Infection



glasses).

o Use appropriate safety precautions (Refer to Safe Work Procedures -

Lockout/Tagout procedure).

o Inform Administration - Prior to entering an air handling unit an


















required.






scene.




Do Not o Enter an Air Handling Unit if there is a hazard present that is not





assistance.





Task

Cubbyholes


Physical o Slips

o Trips

o Falls

o Impact injury

o Bruising

o Lacerations


o Broken bones

o Muscle strain



o Death


o Mould

o Hantavirus

o Infection



glasses).

o Use appropriate safety precautions (Refer to Safe Work Procedures -

Lockout/Tagout procedure).

o Prior to entering a cubbyhole an employee should inform

administrative staff of:

















required.




scene.


Do (Tending worker continued…)




Do Not o Enter a Cubbyhole if there is a hazard present that is not identified





assistance.





Task

Service Tunnels


Physical o Slips

o Trips

o Falls

o Impact injury

o Steam

o Bruising

o Lacerations

o Burns


o Broken bones

o Muscle strain

Chemical o Asbestos

o Air quality

o Asbestosis


o Death


o Mould

o Hantavirus

o Infection























required.





scene.





Do Not

o Enter a Service Tunnel if there is a hazard present that is not identified





assistance.




Task



Physical o Slips

o Trips

o Falls

o Impact injury

o Bruising

o Lacerations


o Broken bones

o Muscle strain


o Asbestos


o Asbestosis

o Death


o Mould

o Hantavirus

o Infection





o Inform Administration - Prior to entering a space above a fixed ceiling

an employee should inform administrative staff of:
















required.




scene.










assistance.



Task



Physical o Slips

o Trips

o Impact injury

o Moving parts

o Bruising

o Lacerations


o Broken bones

o Muscle strain



o Death


o Mould

o Hantavirus


o Infection






o Inform Administration - Prior to entering a storage space under a stage

an employee should inform administrative staff of:















required.




scene.





Do Not

o Enter an area under a stage if there is a hazard present that is not





assistance.



Task

Cooling Towers


Physical o Slips

o Trips

o Falls

o Impact injury

o Electrical

o Moving parts

o Bruising

o Lacerations


o Broken bones

o Muscle strain

o Electrocution



o Dizziness

o Death


o Mould

o Stagnant water

o Hantavirus

o Legionnaires

o Infection



o Use appropriate safety precautions/equipment (SWP Lockout/Tagout

procedure, flashlight).

o Inform administration - Prior to entering a cooling tower, a worker





inspection as you proceed into the Cooling Tower.













required





scene.

Do




Do Not o Enter a Cooling Tower if there is a hazard present that is not identified





assistance.


Cooling Tower access/egress.



Task

Sump Pits


Physical o Slips

o Trips

o Falls

o Impact injury

o Bruising

o Lacerations


o Broken bones

o Muscle strain


o Vehicle exhaust

o Gasoline, oil, solvents


o Dizziness

o Dermatitis

o Death


o Mould

o Stagnant water

o Hantavirus

o Infection


Do o Review your entry permit before entering a Sump Pit (must be

currently dated).


rubber boots).


Procedures - Lockout/Tagout procedure, flashlight, ladder).

o Prior to entering a sump pit a worker should inform administrative

staff of:




inspection as you proceed into the Sump Pit.













required.






scene.




Do Not

o Enter a Sump Pit without a valid entry permit.

o Enter a Sump Pit if there is a hazard present that is not identified above

or if the type of work being performed introduces additional hazards.

(In these circumstances, a new task hazard analysis must be completed

and a new entry permit obtained.)




Task

Catch Basins


Physical o Slips

o Trips

o Falls

o Impact injury

o Bruising

o Lacerations


o Broken bones

o Muscle strain


o Vehicle exhaust

o Gasoline, oil, solvents,

antifreeze


o Dizziness

o Dermatitis

o Death


o Mould

o Stagnant water

o Hantavirus

o Infection


Do o Review your entry permit before entering a Catch Basin (must be

currently dated).


rubber boots).

o Use appropriate safety precautions/equipment (flashlight, ladder).

o Inform Administration - Prior to entering a catch basin, a worker





inspection as you proceed into the Catch Basin.













required.




Do


scene.

- Ensure unauthorized personnel do not enter the confined space and

stay clear of the area.


Do Not

o Enter a Catch Basin without a valid entry permit

o Enter a Catch Basin if there is a hazard present that is not identified



completed and a new entry permit obtained).


assistance.

February 2019 IT 1


Task





o Electricity

o Collision


objects


o Electrocution



fluid



Biological

Do















person).





Do Not




personnel activate the manual-lowering valve.)





February 2019 IT 2


Task




o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological

Do

o Inspect ladder for cracks or broken joints


on top of another object. Place the base of the ladder 1 foot away from

whatever it leans against for every 4 feet of height to the point where

the ladder contacts at the top.

o Ensure, when using an A-frame stepladder, that the brace is locked in

place.

o Ensure, if climbing onto another surface, that the ladder extends at



movement.





Do Not


third on straight or extension ladders. With the exception of step stools

or step stairs


o Leave ladders unattended - kids love them




current condition.

February 2019 IT 3


Task




o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological

Do





(support point).



feet or secure blocking or have someone hold the ladder. Please note that



slipping.



objects.









rails.







February 2019 IT 4

Do



ft.) long.



o Attach hooks on top of ladder rails where ladder is to be used at a constant

height.

Do Not



the doors shut.




surfaces.



side rails.













February 2019 IT 5


Task




o Heavy load

o Falls

o Death

o Broken bones

o Electrical shock

o Bruising

Chemical

Biological


you have to reach. This gives a wider; more stable base and places











on the ladder.









plank.



directions.

February 2019 IT 6


Task

Deploying Access Points in Schools



o Debris from ceiling tiles

o Exacto Knife Usage

o Dusts

o Falls

o Eye Irritation

o Cuts

o Respiratory Irritation

Chemical

Biological

Do

o Have staff and students move away from the area.

o Make sure ladder is set up and used properly (See THA – Ladder

Usage). Ladders can be used for “light duty task” work for a short

duration above 10 feet. Anything else requires the Genie lift.

o Have a spotter.

o Put on goggles.

o Take caution when moving the ceiling tile until you can see what is

above it or on the surround ceiling tiles.

o Put on dust mask when cutting the tile.

o Put ceiling tiles back in place when done.

o Retract knife blade when not in use and when climbing ladder.

o Be careful carrying and moving ladder around school.

o Use a Genie Lift if access point is too high (see THA – Genie Lifts).

Make sure you have your Genie Lift certificate on hand.

Do Not

o Leave ladder unattended.

o Leave Exacto knife unattended.

February 2019 SWP 1

Safe Work Procedure

Task

Assisting Students with Personal Hygiene Needs (Diapering/Sanitary Products)

Materials Items Supplied by Parents:

• One clean diaper/sanitary product. • Disposable moist wipes/towels. • Fresh clothing for student, in case existing clothing is soiled. • Parent approved ointment, if required. • Plastic lined container.

Items Supplied by the school:

• Two disposable change pads/liners. • Three leak resistant plastic bags. • One pair of latex free disposable gloves. • Paper towels for hand washing. • Sign “Temporarily Closed, Please Do Not Use This Area.

Cleaning Required”. • Tissue, if ointment has to be applied.

• Disposable spatula (craft stick, plastic wand), if ointment has

to be applied.

Safe Work Procedure Steps

1. Wash hands thoroughly with soap and water.

2. Dry hands with clean paper towel.

3. Cover visible cuts or sores.

4. Assemble required materials.

5. Put on disposable gloves.

6. Cover change surface with clean disposable change pad.

7. Remove sufficient quantity of moist wipes/towels from

container and place near change surface (this prevents

contamination of the container).

8. Place student on change pad/liner. Take precautions to prevent

injury by adhering to specific lifting/transferring and

positioning training provided by authorized

physical/occupational therapist.

9. Remove necessary student clothing and soiled diaper/sanitary

product.

10. Place the soiled diaper/sanitary product in one of the leak

resistant plastic bags.

11. If student’s clothing is soiled, place it in a second leak

resistant plastic bag. The student’s clothing should be double

bagged, using the third bag.

12. Clean the student’s skin with disposable wipes/towels, wiping

from front to back. Dispose of used wipes/towels in plastic

bag containing soiled diaper/sanitary product.

February 2019 SWP 2


continued…

13. Document any abnormal skin conditions, which should be

reported to parent by the classroom teacher. A record of this

should be kept on file.

14. If ointment is required, use spatula to remove ointment from

container and apply to student with tissue.

15. Remove the original change pad/liner and dispose of in plastic


16. Remove disposable gloves (turning them inside out as they are

pulled from the wrist to fingers). Dispose of gloves in plastic


17. Place a clean disposable change pad/liner under the student.

18. Put on clean diaper/sanitary product.

19. Dress student, using fresh clothing if the student’s original

clothing was soiled.

20. Dispose of second change pad/liner in plastic bag containing

soiled diaper/sanitary product.

21. Ensure student’s hands are washed with soap and water.

Whenever possible encourage students to do this themselves.

22. Wash your own hands with soap and water and dry

thoroughly.

23. Ensure area is completely cleaned and sanitized before being

used again. Area should be signed until this has occurred. Use

appropriate products to clean and sanitize all surfaces that

were touched during the personal hygiene procedure.

24. Seal plastic bag containing soiled items and dispose of it in the

regular garbage.

25. Seal plastic bag containing soiled student clothing and label

with student’s name. Place in plastic lined container and

arrange for it to be sent home at the end of the day.

February 2019 SWP 3

Safe Work Procedure

Task

Lockout/Tagout Requirements & Materials • Trained employees (CTS teachers, caretakers), that have

successfully completed the required training, are authorized

and must Lockout/Tagout (LOTO) machines or equipment in

order to service and maintain them.

• Contractors must Lockout/Tagout energy sources, meeting or

exceeding District procedures, manufacturer’s regulations, and

Alberta’s Occupational Health & Safety regulations.

• Energy Isolating Device is a device that prevents the

transmission and release of energy. An “energy source” is any

source of electrical, mechanical, hydraulic, pneumatic,

chemical, thermal, or other energy.

• Lockout is the placement of a locking device on an Energy

Isolating Device, that ensures the equipment being controlled

cannot be operated until the lockout device is removed.

“Lockout” device is a device that utilizes a positive means,

such as a lock, to hold an energy-isolating device in the safe

position.

• Zero energy state – an energy level that is not harmful to any

individual.

• Personal Protective Equipment (PPE) applicable to energy

source.


Prior to Lockout:

1. Inform individuals that may be affected.

2. Recognize energy type - electrical, hydraulic, pneumatic,

fluids and gases, or mechanical energy (To refer to Task

Hazard Analysis for appropriate energy type place cursor

over word and press control/click).

3. Wear appropriate Personal Protective Equipment (PPE).

4. Shut off all power controls or isolating valves.

5. Attach Energy Isolation Device (e.g. clamp a line valve,

manually operated circuit breaker).

6. Identify locks – each lock will be identified by a phone

number, name, and employer (including CSSD). A lock

without a tag is not good enough. Additional information that

identifies the person/persons doing the work must be on the

tag. Also, the type of work that is being performed should be

on the tag.

7. Attach Lockout/Tagout device to Energy Isolating Device.

February 2019 SWP 4

Safe Work Procedure Steps-

continued…

8. Release stored energy – (e.g. if applicable, bleed electrical

capacitors for electrical lockouts, or bleed the air line and

drain the compressor, or by using other prescribed methods.)

Keep in mind that when bleeding stored energy, it could cause

some parts of the equipment to move, as it is being held by the

stored energy.

9. Recheck – test properly and make sure you have zero energy

state.

During Lockout:

1. Locks can only be removed by the individual that has attached

the lockout device.

2. If the responsibility of completing work is transferred to

another worker, during the lockout, the initial worker must

remove lockout/tagout device and the new worker must verify

and complete the Safe Work Procedure – Lockout/Tagout

from the beginning.

3. If additional workers and/or contractors come to assist with

work being completed during lockout, the individual must

verify lockout, to their satisfaction, and follow lockout/tagout

Safe Work Procedure and add their own lockout/tagout energy

isolating device and lock.

4. With more than one worker or contractor completing work,

multiple locks may be attached to one secure energy isolating

device. Each worker is responsible for verifying

lockout/tagout Safe Work Procedures and removing their own

lock upon completion of work.

To Remove Lockout Device:

1. Service/maintenance must be completed.

2. Ensure no individual(s) will be at risk when energy is restored.

3. Remove lockout device.

4. Restore energy as per manufacturer’s guidelines.

5. Inspect equipment or work area for proper operation, such as a

lock to hold an energy-isolating device in the

safe position.

February 2019 SWP 5

February 2019 SWP 6

Safe Work Procedure

Scents in the Workplace

Purpose

The Calgary Catholic School District, as an employer, has a duty to accommodate employees who may be adversely

affected, or suffer a severe medical reaction, when exposed to a fragrance or scented product. Principals/non-school-

based department heads have a responsibility to ensure that all reasonable steps are taken to make the working

environment safe for those with chemical sensitivities, in the same manner that any other health issue or safety

hazard is addressed.

In the interest of creating and maintaining a safe and healthy working environment for employees, this procedure

has been developed to assist principals/non-school-based department heads with implementing a fragrance/scent-

safe workplace when made aware that an employee is experiencing an adverse reaction to fragrances/scents in their

work environment.

Scope

This procedure applies to all work sites, buildings, and schools, owned by the Calgary Catholic School District. It

is applicable to all employees, students, volunteers, and contractors, as well as to visitors.

Background

Exposure to fragrances/scents found in personal care products, cleaning products, perfume/cologne, and

construction and maintenance products, can create significant health problems in susceptible individuals including

asthma attacks, migraine headaches, severe allergic reactions, inability to concentrate, loss of coordination, loss of

consciousness or seizures.

Definitions

• Scent-free product: a product labeled unscented, scent-free, or fragrance-free by the manufacturer.

• Scent-reduced product: a product having minimal scent, labeled hypo-allergenic or for sensitive skin.

• Scent/fragrance: a chemical or additive that creates an aroma or odor. These are found in a wide range of

common products including perfume, aftershave, deodorant, soap, air fresheners, fabric softeners, laundry

detergents, facial tissues, candles, and maintenance products.

Procedures for Responding to Fragrance/Scent Concerns

A principal/non-school-based department head is responsible for initiating the informal process when notified by

an employee, either verbally or in writing, of a concern related to scents/fragrances and/or construction and

maintenance products. While it may be required at some point that the employee provide supporting medical

February 2019 SWP 7

documentation in respect to the causes and symptoms of their issue, the absence of such does not remove the need

for an immediate response.

Principal/Non-School-Based Department Head Responsibilities

Informal Process

1. Meet with the individual to clarify the issue, to understand the impact that the fragrance/scent is having on

their health and the actions that they are taking to address the problem.

2. In a timely manner, develop a fragrance/scent-safe workplace plan.

(Note – the workplace plan does not need to be complicated. It could be as simple as asking staff to refrain

from wearing colognes/perfumes while at work or requesting employees to refrain from bringing air

fresheners or cleaning products into the workplace.)

3. Communicate with staff and students, highlighting the key points of the plan, and requesting everyone's

cooperation and understanding to create a safe environment for all.

4. Continue to monitor the situation both in terms of the employee’s health and the implementation of the

plan.

5. If the principal/non-school-based department head does not receive the necessary cooperation, and/or the

situation is not resolved by the informal steps, it may be necessary to initiate the formal process (see below).

Formal Process

1. Meet with the employee to discuss next steps, including consultation with the Employee Wellness & Safety

Manager and, where applicable, their union representative and the requirement for medical documentation.

This is necessary in order to develop an official fragrance/scent-safe accommodation plan.

2. The Employee Wellness & Safety Manager will facilitate the development of a medical accommodation

plan that will identify the necessary actions and outline the responsibilities of the principal/non-school-

based department head/employee/superintendent to establish and maintain a fragrance/scent-safe

workplace. These may include, but are not limited to:

• Installing signage indicating that this workplace is a fragrance/scent-safe environment (front door,

side entrance, etc.).

• Updating Smart Find: ‘This school is fragrance/scent-safe. No fragrances/scents permitted, due to

potential severe allergic reaction’.

• Ensuring that the school staff add a “fragrance/scent-safe statement” in each service request they

submit to the Service Desk for their school and that they request all subsequent work orders also

have that statement included for advising vendors/contractors. Note - Enter Service Requests by

email the Service Desk at [email protected]

mailto:[email protected]

February 2019 SWP 8

• For meetings held in enclosed rooms (within or outside of the school premises), advise attendees

in advance that it will be a fragrance/scent-safe environment and to refrain from wearing any

perfume/cologne or scent producing products.

• Reminder messages, initiated by the school, for parent teacher interview night, school website,

district web page, school newsletter (minimum once per term), and community use of schools

(contact Business Services at Central Office to advise of the Fragrance/Scent-safe status).

3. Share the mandatory requirements of the workplace plan with staff, students and others who must comply

with the expectations. Reinforce the need for cooperation, to ensure that the goal of a healthy and safe

workplace is attained.

4. Continue to monitor the situation both in terms of the employee’s health and in the implementation of the

plan.

5. If compliance with a fragrance/scent-safe workplace does not occur at this level, contact the school Area

Superintendent for support in addressing the issue.

February 2019 SWP 9

Appendix 1: Initial Memo to Staff

Dear Staff:

Please be aware that we have received a request to establish a fragrance/scent-safe workplace due to medical

reasons. We ask that you review the following information and respond as requested. If you have any questions,

please do not hesitate to contact me.

What is the issue?

Exposure to fragrances and scented products can trigger serious health reactions in individuals with asthma,

allergies, migraines, or chemical sensitivities.

Fragrances and scents are found in a wide range of products including perfume, aftershave, deodorant, soap, air

fresheners, fabric softeners, laundry detergents, facial tissues, and candles.

It is a personal choice to use fragrances or scents; however, it is important to recognize that the chemicals from

which these are created are, by their very nature, shared. The chemicals vaporize into the air and are easily inhaled

by those around us. Today's fragrances/scented products are made up of a complex mixture of chemicals which can

contribute to indoor air quality problems and cause health problems.

Susceptible individuals can experience a variety of symptoms, including headache, sore throat, runny nose, sinus

congestion, wheezing, as well as shortness of breath, dizziness, anxiety, anger, nausea, fatigue, mental confusion,

and an inability to concentrate. Although the mechanisms by which chemicals act to produce symptoms are not yet

understood, the impact on all those affected can be quite severe, resulting in great difficulty in work and study

activities.

Moving towards a fragrance/scent-safe environment

In order to protect those individuals with sensitivities to fragrances and scents, and to possibly prevent others from

developing such sensitivities, we are asking for your cooperation towards a fragrance/scent-safe environment in this

workplace. Employees, students, and visitors are strongly encouraged to avoid or reduce the use of fragrances or

scented products.

What is the Calgary Catholic School District doing about fragrance/scent related issues in the workplace?

Recognizing that fragrances and scents may negatively impact on indoor air quality, the district will:

• Minimize the use of products which contain fragrances and scents.

• Promote the use of environmentally-friendly products in cleaning and building materials.

• Optimize air quality by means of proper ventilation, as well as ensuring peak performance and proper

maintenance of building ventilation systems.

February 2019 SWP 10

What can you do to help?

• Be considerate of those who are sensitive to fragrances and scents. Avoid using these products in the workplace.

• If you must use a fragrance or scented product please use it sparingly. A general guideline for fragrances and

scented products is that they should not be detectable more than an arm's length away.

• Avoid using products such as air fresheners in your work area.

• If possible, avoid using scented laundry products or cleaning agents. Allow dry cleaned clothing to be aired out

prior to wearing.

What should you do if you are approached because you are using a fragrance or wearing a scented product?

If you are informed that the fragrance that you are using or wearing is creating a health problem and you are

requested to refrain from using the product while at work, you may feel puzzled, hurt, annoyed, defensive, or even

insulted by the request. Understand that it is not about you as a person or about your choice of fragrance or scent,

but it is about the product and the adverse effect it is having on someone.

• Consider discussing the issue openly with the person or with your supervisor and the person. Ask

questions about the health impact on the person and the types of symptoms experienced.

• Work with cooperation and understanding towards a mutual, satisfactory resolution.

What should you do if you encounter a person in the school who is either wearing a fragrance or using scented

products?

• If you feel you can do so comfortably, approach the individual and let them know that the fragrance or scent

may cause an adverse reaction to some individuals in the workplace. Talk to the individual in a cordial and

respectful manner, requesting their understanding and cooperation. Remember that many people are unaware

of the potential adverse health effects caused by the wearing or use of fragrances or scented products.

• As an employee, you may ask your supervisor/principal to discuss this matter with the individual involved or

with the group of employees.

Thank you for your attention regarding this matter.

Sincerely,

Principal,

School


Safe Work Procedure

Bleach Usage

Purpose

To alleviate some of the confusion about when bleach is appropriate for use in school environments, we have

prepared the following information.

Background

Bleach is being used by some staff for sanitizing and disinfecting surfaces within the school environment.

Why is Bleach Hazardous to Use in our Schools?

Chlorine bleach contains chlorine, a toxic gas, combined with sodium and oxygen as sodium hypochlorite. Hazards

arise when the chlorine is released from this bond. According to professors at McGill University, chlorine gas is the

most common source of toxic exposure incidents worldwide. Mixing bleach with other cleaning products is the

biggest single source of chlorine release.

It is relatively easy, accidentally, to mix bleach, used in cleaning, with other cleaning products--for example in the

toilet, sink or drain. Mixing bleach with ammonia is particularly hazardous, releasing chlorine gas, ammonia gas

and chloramines. Because urine contains ammonia, the use of chlorine bleach to clean bathrooms is a common

source of chlorine and ammonia release.

These gases are caustic and irritating, and inhalation damages the lungs and nasal passages. Exposure to high

concentrations of ammonia gas for longer than 15 to 30 minutes can lead to irreversible damage, even death.

Because chlorine gas is water-soluble, it forms hydrochloric or hypochlorous acid upon meeting moisture in the

mucus membranes eyes and mouth. In the lungs, acid damage results in pulmonary edema (release of fluid into the

tissues), causing breathing difficulties. Proteins in tears protect the eyes from the worst effects of chlorine release,

but soreness, redness and minor tissue damage may occur. Chloramines cause similar breathing difficulties and

irritation to the eyes, nose, throat, and skin. These are the compounds that cause irritation in swimming pools.

What are Safer Alternatives?

Alberta Health Services recognizes an iodine solution or quaternary ammonium compound solution mixture as well

as other chemical solutions as long as the district and regulatory authority is satisfied that such chemicals can

achieve the desired results. Formula 333 is a quaternary solution which the Caretaking Services uses and stocks.

Formula 333 satisfies AHS’s requirements.

When can Bleach be used?

Bleach can only be used when direction is given by Alberta Health Services for sanitizing and disinfecting a location

that is experiencing a health-related concern. The bleach is brought in by Caretaking Services and immediately


removed once the disinfecting and sanitization process has taken place. This process is usually done during the

night shift.


Safe Work Procedure

Driving and Mobile Device Usage Mobile Devices

The use of cell phones and other handheld electronic innovations have enabled employers to have increased access

to their employees, improved customer service and elevated employee efficiencies. However, in recent years it has

been noted that these devices have also increased distractions to the user while driving. Accident statistics have

shown that the use of cell phones while driving distracts a driver’s attention from traffic conditions. Various studies

pertaining to cell phone usage have shown that conversing on cell phones while driving disrupts the driver's attention

to the visual environment, leading to "inattention blindness", or the inability to recognize objects encountered in the

driver's visual field. This disruption jeopardizes the safety of the vehicle, occupants, and the general public.

Background

The issue of employer liability, stemming from cell phone use while driving, has not yet been decided by the

Canadian courts or by the Canadian government. However, a recent decision by the Supreme Court of Canada

implies that an employer can be held liable for certain unlawful acts committed by an employee in the course of his

or her duties. As a result, many provinces have amended their Traffic Safety Act to prohibit the use of handheld

devices while driving. For example, Alberta has amended the Traffic Safety Act to prohibit all persons from holding

or using hand-held wireless communication devices and entertainment devices while driving a motor vehicle that

are unrelated to the driving task. To clarify the Distracted Driving Law in Alberta:

• The law restricts drivers from:

o using hand-held cell phones.

o texting or e-mailing.

o using electronic devices like laptop computers, video games, cameras, video entertainment displays

and programming portable audio players (e.g., MP3 players).

o entering information on GPS units.

o reading printed materials in the vehicle.

o writing, printing, or sketching, and

o personal grooming

• Complements the current driving without due care and attention legislation.

• Applies to all vehicles as defined by the Traffic Safety Act, including bicycles.

• Applies to all roads in both urban and rural areas of the province.

• The fine for this new offence is $172.

There are exemptions to this cell phone ban which include the use of hands-free devices, such as Bluetooth devices,

and Global Positioning Devices. Additionally, drivers are permitted to use hand-held wireless communication

devices and entertainment devices if their vehicle is legally parked.


Practice

District employees are required to comply with Federal, Provincial, and local laws regarding the use of wireless

phones while driving. All District employees are encouraged to use a hands-free device while driving on District

business. If a mobile communications device must be used by an employee while driving during District business,

a hands-free device must be used, of which the cost is borne by the employee. Drivers are encouraged to keep

mobile communications device use to a minimum. Whenever possible, employees should not make or receive calls

while driving. Only in the case of an emergency, is the use of a hand-held mobile communications device, without

a hands-free device, permitted.

Guidelines for Drivers While at Work

1. Hands-Free Devices

Extreme caution must be exercised when using hands-free headsets for cell phones and other devices while

driving:

• To all vehicles operated by employees while at work, whether owned by the District or a private individual;

• To all wireless devices, whether owned by the District or by the individual worker; and

• To all conversations, whether personal or business-related.

2. Handling Calls While Driving

• Calls: If the phone rings, the employee must not answer until they are able to do so safely. If the employee

is using a hands-free headset, they may answer the incoming call and ask the caller to wait until they are

able to carry-on a conversation in a safe manner.

3. Reminder

The use of cell phones and other wireless devices while driving leads to distractions that can result in traffic

accidents. So, while the District cannot force employees to adhere to these rules when at work, the District

strongly urges all employees to do so for their own safety and well-being, as well as that of their family, friends

and third parties on the roadways.


Safe Work Procedure

Personal Distress Alarm Usage

Purpose

The “Personal Distress Alarm” (Man Down) system is designed to provide a means for a person who is working

alone to call for assistance in emergency situations. The system is intended for use by a person who must work

alone as part of their regularly assigned duties and in the event of injury, illness or emergency does not have

assistance readily available. This will include caretakers, cleaners, cleaning assistants, maintenance staff and

contractor employees. The system is not intended for use by other District employees.

A “Personal Distress Alarm” System is installed in every school. The installation of this system allows the District

to meet the requirements of Alberta Occupational Health and Safety legislation for employees required to work

alone.

Use of the Personal Distress Alarm Pendent

For caretakers, cleaners or cleaning assistants the pendent must be worn during times when working alone.

Working alone times typically include:

1. From opening the school in the morning until other staff arrive.

2. Evening shift when there is only one person in the building (4:00 to 12:00 midnight).

3. Christmas and Easter Breaks, Summer Holidays, Weekends or any other time when regular school is not in

session.

4. During rentals when no other staff are present.

Caretakers, cleaners or cleaning assistants should also wear the pendent as a safety precaution when entering or

working in confined space areas.

District maintenance staff and contractor employees should also wear the pendent if they are required to work alone

in a District facility.

Personal Distress Alarm System Protocol

The protocol for using the Personal Distress Alarm system is as follows:

1. Only work alone at scheduled times or at times arranged with supervisory staff.

2. Always wear the pendent when working alone in a facility.

3. Ensure the P.A. system is on so the alarm will sound in the school.


4. Only activate the Personal Distress Alarm system in emergency situations when you cannot access a telephone

to call for assistance. Emergency situations would include such things as; loss of mobility due to injury, risk

of violence due to an intruder, inability to vacate a confined space.

5. When emergency assistance is required, the pendent can be activated by pressing and holding down both

buttons at the same time. This will bring the system into alarm and send a signal to Protelec Monitoring and

Police will be immediately dispatched to the site. District Supervisory staff will also be notified. (The alarm

sound in the school is the change bell sound continuously.) Note, if you are testing the alarm you must let the

alarm ring for at least 10 seconds to register at Protelec security.

6. The Pendent is identified school specific; ensure that the pendent is left at the school at the end of each work

day. The pendent should always be stored in the caretaker’s office when it is not being used. This will

ensure that the pendent is always available when required. Never leave the site with the pendent as this will

put the system into inactive.

7. If the alarm is accidentally activated Protelec security should be called immediately (1-800-563-7768) to notify

them of the false alarm so that emergency service does not have to respond. The Personal Distress Alarm

system will need to be reset as described below.

8. The system will need to be reset after each alarm:

o The reset button labeled “man down reset” for the Personal Distress Alarm system is located near the

Silent Knight Security Panel. This button will stop the alarm.

o Then the main panel at the school needs to be reset (re-keyed) following the same procedure for

resetting alarm after a fire alarm.

9. Conduct a daily check of the security panel in the mechanical room to see if any lights are displayed. If a red

light is on, enter an SR immediately detailing what has happened and asking for an electrician. Do not reset or

use the system until repaired.

Any questions should be addressed to your immediate supervisor.


Safe Work Procedure

Working Alone

There are many circumstances that can, and do, occur in the District where employees are at risk when “working

alone”.

Working alone exposes employees to increased risk. Precautions are required to ensure employee safety. Increased

risk includes:

• Inability to contact others in case of a medical or other emergency.

• Dealing with unknown individuals.

• Dealing with threatening circumstances, especially when dark.

Currently the Alberta Occupational Health and Safety Act and Code specifically addresses “working alone” as a

safety risk and identifies employee and employer responsibilities.

The District requires:

1. The Principal/workplace manager must be in attendance, whenever possible, while employees (except

Caretakers) are working in their facilities.

2. If an employee must work without the Principal/workplace manager in attendance, then they must have another

staff member present.

3. The employees working must be located in a secure area (e.g. locked classroom).

4. The employees must each have a fully charged cell phone, have the other person’s cell number, and check in

with each other often.

5. The employees sign in if they are choosing to return to work after hours or on weekends. Each school has a

clipboard with a pen beside the alarm panel to sign in and out. This will ensure that the school alarm is not

accidentally activated when people are still in the building. In case of an emergency, it gives applicable

personnel quick reference to who is in the building and what room they are in.

6. If a non-staff member is working in the building or renting the facility, the Principal will not allow employees

or students to be in the building alone.


SAFE WORK PROCEDURE

Table Saw Page 1 of 6

LOCATION OF WORK WRITTEN BY: APPROVED BY: DATE: LAST REVISION

Career and Technology Foundations Program of

Studies (CTF/ CTS) Shops

CTS/CTF Consultants

and CTS/CTF Teachers

Director, Instructional Services - Secondary

June 12, 2018 June 26, 2018

HAZARD PRESENT PERSONAL PROTECTION EQUIPMENT (PPE)

ADDITIONAL REQUIREMENTS

• Discharge of objects/material kickback

• Cuts or amputations from an exposed blade

• Eye injury from flying debris or sawdust

• Dust inhalation

• Hearing impairment from noise

• CSA approved safety glasses

• CSA approved safety shoes

• Hearing protection

• Respiratory protection, where appropriate

• Rings and jewelry (long necklaces/bracelets, etc.) cannot be worn

• Long and loose hair must be tied back

• Close, fitting, protective clothing must be worn. No strings hanging from pullovers/sweaters

SAFE WORK PROCEDURE

DO NOT use any machinery unless a CTS/CTF teacher has instructed you in its safe use and operation and has given

permission. Junior High Students are NOT allowed to operate the Table Saw under any circumstances

PER-OPERATION SAFETY CHECKS:

1. Check workspaces and walkways to ensure no slip/trip hazards are present. 2. Locate and ensure you are familiar with the operation of the On/Off starter and the emergency stop

button. 3. Use only materials free from defects. 4. Check for proper blade size and type. Machine must be isolated while blades are being installed. 5. Do not operate the saw unless adequately guarded. Repair/replace guards as necessary. 6. Do not store tools and parts on top of the machine. 7. Faulty equipment must not be used. Immediately report suspect machinery to your supervisor.

OPERATIONAL SAFETY CHECKS:

1. Never leave the machine running unattended. Do not leave the machine until the blade has come to a complete stop.

2. Before making adjustments, switch off and bring the machine to a complete standstill. 3. Stop the machine before removing scrap pieces from the table. 4. Always keep hands and fingers away from the blade. Always use a push stick or pad for ripping narrow

stock. 5. Never stand or have any part of your body in line with the path of the saw blade. 6. Never use the mitre and fence together.


SAFE WORK PROCEDURE


7. Never reach behind or over the cutting tool with either hand for any reason. 8. Feed work into a blade or cutter, against the direction of the rotation of the blade or cutter only. 9. Never attempt to free a stalled saw blade without first turning the saw off. 10. Hold work firmly against the mitre gauge or fence. Avoid awkward operations and hand positions where

a sudden slip could cause your hand to move into the cutting tool. 11. Turn off the machine if the material is to be backed out of an uncompleted

cut. 12. Always use the guard, splitter and anti-kickback fingers. Ensure they are

free from defects and accumulation of wood dust and debris. 13. Use local exhaust ventilation and/or wear recommended respiratory

protection. 14. Never pull a piece through.

OPERATING THE TABLE SAW:

1. Wear personal protective equipment: safety glasses/face shield, hearing protection, safety footwear. Remove all jewelry and loose clothing, and tie back hair.

2. Ensure the On/Off switch is in the “Off” position and plug the machine into direct and properly grounded power source.

3. Place material to be cut on to the table, well away from the blade. Ask for assistance when carrying long or heavy material. Provide adequate support to the rear and sides of the table saw for wide or long work pieces.

4. Inspect work piece for nails or other foreign materials before cutting/ripping. 5. Adjust height of blade according to stock thickness:

With machine at complete stop, unlock the front hand wheel and rotate the hand wheel clockwise to raise the blade. Adjust the blade height to 1 cm above the thickness of stock.

Lock the hand wheel by turning the hand knob extending from the hand wheel shaft. 6. Cutting material:

a) Turn on power and let machine come to full speed. Never start the saw with the blade in contact with the stock.

b) Use a guard with a spreader and anti-kickback fingers. Keep body/face to one side of the line of the saw blade.

c) Use both hands to hold the materials firmly against the mitre gauge or rip fence to position and guide the cut. Avoid performing “free hand” sawing operations, always use either the fence or the mitre gauge to position and guide the work, not both.

d) Feed work piece slowly into and against the direction of the saw blade rotation. Do not apply too much pressure against saw blade, use light contact with the blade.

e) Maintain a 10 cm (4 inch) distance from the blade with fingers and use a push stick when finishing narrow cuts against the fence. Keep fingers off the cutting line.

f) When using a dado blade, use a push pad to hold down the piece of wood while dadoing. 7. When work has been completed, turn off the saw and stay until machine comes to a complete stop.

Turn the lockout switch to off, before freeing work piece. 8. Remove material from the table and clean the area. If there is a lot of sawdust, wear a dust mask while

cleaning the area.


SAFE WORK PROCEDURE


STANCE – Stand slightly to the left and never cross arms/hands across the blade.

RIPPING – The process of using the fence and cutting the grain in solid stock or along the long edge of the

sheet materials.

CORRECT INCORRECT


SAFE WORK PROCEDURE


Ripping regular stock (pieces 8” long and 2” or wider)

1. CSA approved eye protection must be worn.

2. Material must be checked for cracks, defects, splinters, foreign objects. Check with instructor before

cutting.

3. Solid stock pieces must be a minimum of 8” long.

4. Plywood has no-grain so ripping is considered “cutting down the long side”.

5. Material must be stable on the table and fence (preferably with a straight flat (jointed) edge).

6. Blade should be raised to “the bottom of the gullet” or minimum height is 1 cm above the stock.

Maximum height is no more than 1” above the stock.

7. The guard must be used at all times for pieces over 2” in width.

8. The guard must be well maintained, and blade must be appropriate for the material being cut.

9. Adequate push stick(s) needs to be accessible and available by the user before starting each cut.

*Adequate push sticks are ones that support the stock being pushed as well as maintaining a 3”

minimum distance between the fingers and the fence.

10. Stance should be slightly to the left of the blade with hip close to the saw.

11. Arms must never cross over the blade and the stock needs to be pushed all the way past the back of

the blade before the hands “part away from the blade” at the end of the cut.

12. The piece between the fence and the blade must always be supported adequately in a way that keeps

the stock tight to the fence.

13. Feed rate must allow the blade to cut freely without binding.

14. For pieces of wood wider than 5” it is recommended to not use a push stick. Hand must be 5” away

from blade to do this. A good guideline is to keep the hands on the outside of the T-slots.

Exceptions for ripping narrow stock (pieces 2” or less):

1. A splitter/riving knife must be used in conjunction with a zero clearance throat plate (one that will

support the piece and offcut). Zero clearance throat plate may be necessary to support the offcuts.

2. Pieces less than 3mm must be cut as an offcut from a larger piece.

3. An adequate push-stick must be used (and may be cut into). It must keep the hand 5” above the

blade.

Examples of adequate push sticks


SAFE WORK PROCEDURE


Exception for grooving (blind cuts):

1. Splitter must be set/adjusted to be below the height of the blade.

2. A push stick/push pad may be used to push the piece through on the left side of the blade.

3. A push stick or feather board may be used on the left side of the blade to hold the stock securely against

the fence.

Exception for using a Dado Set:

1. INSTRUCTOR MUST CHECK SETUP.

2. Guard and splitter must be removed.

3. Pushing may occur on the left side of the

blade.

4. A push stick/push pad may be used.

5. A slower feed rate must be observed.

Example of a Dado Setup:

Exception for stopped/internal cuts:

1. Drop cuts should only be performed by a certified instructor.

Cross Cutting

The process of using a mitre gauge or

cross cut sled to cut across the grain in

solid stock or cut along the short edge in

sheet goods.

Example of student friendly cross-cut

sled:


SAFE WORK PROCEDURE


Using a Cross-Cut Sled:

1. CSA approved safety glasses must be worn.

2. Fingers must stay 5” away from the blade at all times.

3. It is recommended that stops be installed to ensure no exposure of the blade occurs when finishing the

cut.

4. Splitter must stay on the saw.

5. The operator’s hands must be on the same side of the blade as their body, and the piece must be held

securely down and tight to the sled.

Using a Mitre-Gauge:

Note: Using a cross-cut sled is the preferred method over a mitre gauge.

1. The piece must be adequately supported.

2. The operator’s hands must be on the same side of the blade as their body.

3. The piece must be held securely down and tight to the mitre gauge.

4. Feed rate should allow the blade to cut with minimal pull.

5. Do not sue a mitre gauge with a fence.

Example of a mitre gauge:

CHANGING THE BLADES:

1. Turn the saw off and call the teacher.

2. Turn off the machine, lock out the switch and unplug the machine.

3. Loosen the blade with the appropriate wrench.

4. Carefully remove the saw blade.

5. Attach a new saw blade (ensure it is the correct size and RPM rating), making certain the teeth of the

blade are pointing down at the front.

6. Tighten all screws and remove all wrenches before re-starting the machine.

7. Replace saw blades that are dull. Keep saw blades clean.

February 2019 CRSCP 1

Code of Practice

Confined and Restricted Space

Confined and Restricted Spaces

Confined and restricted spaces have a history of being potentially dangerous places to work, as hazards within them

are often magnified. Both confined and restricted spaces are not intended for human occupancy and ongoing regular

work activity. Typically, they are entered for cleaning, inspection, maintenance, repair, or construction.

Confined and restricted spaces typically have a restricted means of access making it difficult to initiate a rescue or

retrieve an injured worker. A worker may not be able to easily walk into the confined or restricted space, and the

confined or restricted space may have to be accessed by ladders, stairways with a steep slope, narrow width, or

extreme length. There may also be physical obstructions such as bulk heads, collapsed material or machinery. A

confined space may have poor ventilation and contain a hazardous atmosphere or energized equipment. Although

a confined or restricted space may be safe to enter initially, the work activities may create a hazardous atmosphere.

Regulations and Guidelines

In the province of Alberta, the Occupational Health and Safety Act, Regulation and Code is enforced by Alberta

Human Resources and Employment - Workplace Health and Safety. This legislation establishes the rights and

obligations of employers, workers, and the government; outlines the general requirements for employers, outlines

administrative and policy issues, and contains detailed technical requirements that support the Occupational Health

and Safety Act, Regulation, and Code.

The Occupational Health and Safety Code (Part 5) defines a restricted space as an enclosed or partially enclosed

space that is not designed or intended for continuous human occupancy, with a restricted, limited, or impeded means

of entry or exit because of its construction. Typically, the only hazard for a restricted space is in the difficulty of

getting into or out of the space, and all other potential hazards are non-existent or have been eliminated or controlled.

Thus, restricted spaces are not subject to the permitting, atmospheric testing and tending worker requirements of a

confined space. However, a restricted space may become a confined space if conditions or work practices change.

A confined space is defined as an enclosed, or partially enclosed space, that is not designed or intended for

continuous human occupancy, with a restricted means of entry or exit. It may become hazardous to a worker entering

it because of:

• An atmosphere that is or may be injurious because of oxygen deficiency or enrichment, flammability,

explosivity, or toxicity;

• A condition or changing set of circumstances within the space that presents a potential for injury or

illness; or

• The potential or inherent characteristics of an activity which can produce adverse or harmful

consequences within the space.


For confined spaces, the Occupational Health and Safety Code requires employers to have a Confined Space Code

of Practice that provides a process for identifying all existing confined spaces in and around District facilities. The

Confined Space Code of Practice governs the practices and procedures for employees entering and working in

confined spaces and must be maintained and periodically reviewed.

A Confined Space Code of Practice must address the following:

• Hazard Assessment

• Worker Training

• Entry Permit System

• Safety Precautions

• Protection from Hazardous Substances, Energy, and Conditions

• Hot Work

• Unauthorized Entry

• Engine Exhaust Hazards

• Testing the Atmosphere

• Ventilation, Purging and Inerting

• Emergency Response

• Requiring a Tending Worker

• Retaining Records

The Occupational Health and Safety Act requires that the Confined Space Code of Practice be readily available to

employees at the worksite and that individuals who have to enter confined spaces receive appropriate training.

Confined and Restricted Space Entry and Work Requirements

Hazard Assessment

The Occupational Health and Safety Code (Part 2) requires employers to assess a work site and identify existing or

potential hazards before work begins. A hazard assessment must be thorough and comprehensive and must ensure

that the hazards have not been missed or their importance underestimated. The employer must prepare a written

hazard assessment that provides the results of the assessment and specify methods that will be used to eliminate or

control the hazards. When practical, the workers shall be involved in this process.

Hazards shall be eliminated whenever it is reasonably practicable. If they cannot be eliminated, then engineering

controls, administrative controls, or personal protective equipment must be used to control the hazards identified.

Engineering controls include such things as the use of mechanical ventilation, installing a temporary work platform,

substitution of a less toxic substance and installation of guardrails.


Administrative controls include such things as establishing practices and procedures, entry permits and worker

training.

Personal Protective Equipment includes the use of such things as respiratory protection, safety glasses and hearing

protection.

Hazard assessments of confined and restricted spaces should be periodically reviewed to ensure that the working

conditions have not changed to create additional hazards. Workers must also realize that the nature of the work to

be conducted in the confined or restricted space may introduce additional hazards. When this occurs, a hazard

assessment must be completed to address these issues and establish appropriate controls. This can be completed

using a Task Hazard Analysis Form (see Forms at the end of this section).

Worker Training

All District employees who are required to work within a confined or restricted space must receive training on the

District’s Confined Space Code of Practice and specific practices and procedures related to confined and restricted

spaces in each facility (see Attachment III: Training Requirements). Employees must be able to demonstrate a

satisfactory level of understanding of these requirements prior to entering and working in confined and restricted

spaces.

Contractors shall have their own “confined space code of practice” and have developed safe work practices and

procedures for their employees when performing work in a confined or restricted space. As part of the contract

process contractors shall provide copies of their confined space code of practice and employee safe work practices

and procedures for working in confined or restricted spaces. They must also be familiar with the District’s Confined

Space Code of Practice and applicable Health and Safety legislation. If there is variance between contractor and

District expectations, the most stringent shall apply.

All confined and restricted space training records will be retained for as long as the employee is expected to perform

work within confined spaces. Training records for District employees will be maintained by the Human Resources

Department.

Entry Permit System

The District has developed a confined space entry permit system. An entry permit is a document that sets out the

work to be done and the precautions to be taken. Copies of the District’s Confined Space Entry Permits can be

found in this section under Forms. Level I Permits are site specific, while Level II Permits are provided to

individuals who work in multiple District facilities and have received advanced levels of training.

Please note that restricted spaces do not require an entry permit since they are not deemed to have any

additional hazards besides restricted entry and access. If the restricted space becomes hazardous in any way,

then the workers must follow all procedures and practices for working in a confined space.

Entry permits to perform inspections or minor maintenance are issued on a yearly basis for caretaking and

maintenance staff that must enter confined and restricted spaces as part of their regular work routine. Caretaking

Supervisors will issue the permits to caretaking staff, while a Supervisor from the Maintenance Department will

issue the permits to maintenance staff. Caretaking and maintenance staff do not normally perform tasks in a confined


or restricted space that would introduce additional hazards to the area. If they are going to perform any work in a

confined or restricted space which could create additional hazards (e.g., soldering, welding), they must first obtain

authorization from their immediate supervisor. The supervisor will determine if a new hazard assessment needs to

be completed and a new entry permit issued.

Contractors working in District facilities are responsible for issuing entry permits to their employees who are

required to perform work in confined spaces. The contractor must maintain a record of these permits for a minimum

of three years and is required to produce them for inspection by District contract managers or when a District audit

occurs.

An integral part of the permit issuing process is to ensure the worker is familiar with the hazard analysis that has

been completed for the relevant confined or restricted space. The District has completed a hazard analysis for all

confined and restricted spaces in light of the work normally performed in these areas by District staff. Following is

a list of the types of confined and restricted spaces found in District facilities and the type of work typically

performed in these areas by caretaking, maintenance, and contract staff:

Restricted Spaces:

• Service Tunnels - for inspections and repairs.

• Air Handling Units - for inspections, repairs or to replace filters.

• Cubbyholes - to service or repair pumps or access equipment.

• Spaces Above Fixed Ceilings - to access pipes, ducts, or wiring.

• Storage Areas Under Stages - to store or remove furniture or equipment.

• Cooling Towers - for inspections, servicing, or repairs.

Please note that the above-noted restricted spaces can become confined spaces if conditions or work practices

change.

Confined Spaces:

• Sump Pits - to clean out debris or repair motors.

• Catch Basins - to clean out debris.

Safety Precautions

Worker safety is of paramount importance to the District. Only those workers who have received a valid permit are

allowed to enter confined spaces. Before entering a specific confined or restricted space the worker must ensure

that all of the controls outlined in the Task Hazard Analysis for that confined or restricted space are addressed. Such

things as the use of appropriate personal protective equipment, a communication process (the presence of a tending

worker or the informing of administrative staff or the use of the man-down lanyard) or a lockout/tagout system are

essential to the safety of the worker. A worker should never enter a confined or restricted space if there is a hazard

present that is not identified on the Task Hazard Analysis or entry permit. Under these circumstances a new Task

Hazard Analysis must be completed and a new entry permit obtained.

If the type of work to be performed in the confined or restricted space introduces additional hazards, extra

precautions must be taken. The worker must obtain an amended entry permit which identifies any new hazards and

also identifies the controls needed to address the new hazards.


Protection from Hazardous Substances, Energy, and Conditions

The worker must be protected from hazardous substances, uncontrolled energy sources and hazardous conditions.

The Task Hazard Analysis identifies the controls that need to be implemented to address these hazards. Examples

of appropriate controls include such things as blanking or blinding, double blocking, and bleeding, locking out

sources of energy, de-energizing equipment and immobilizing or disconnecting all mechanical linkages.

Blanking involves inserting a physical barrier through the cross-section of pipe so that materials are prevented from

blowing past that point.

Blinding involves disconnecting a pipe and attaching a physical barrier to the end, so that materials are prevented

from flowing out the pipe.

Double blocking and bleeding involves the use of a three-valve system where a pipe has two closed valves and an

open drain valve positioned between them. This prevents the material from flowing and re-directs it in case of a

valve leak. The valves of a double block and bleed system need to be locked to ensure an acceptable level of safety.

Energized or pressurized equipment may move unexpectedly. Individuals working on or around energized

equipment may be required to lockout and tagout the equipment. Refer to the Lockout/Tagout Procedure in the Safe

Work Practices section of the Health and Safety Manual.

Excessive noise may be produced based on the activities occurring within the confined or restricted space.

Appropriate hearing protection should be worn if this is the case.

Objects from outside of the confined or restricted space may fall into the work area and injure the worker. If there

is a potential of material falling into the confined or restricted space, controls must be implemented to prevent this

from happening. This may include moving the material, installing guard rails, or any other means suitable to protect

the worker.

Extreme temperatures may be hazardous to the worker. Based on the District’s assessment, it is likely that the only

task that may be susceptible to elevated temperatures would be removing insulation from live steam lines. Workers

performing this task should be alert for signs of heat stress. Appropriate clothing should be worn when working in

extremely cold environments.

Slippery walking surfaces may be present in a confined or restricted space if water or other liquids are present.

Workers need to be made aware of this danger in the Task Hazard Analysis and should work with caution in these

areas.

Confined and restricted spaces may be difficult to enter or exit. In some cases, a ladder may be required to enter

and exit the confined or restricted space. In an emergency, workers may not be able to exit quickly. Workers need

to be made aware of this problem.

Some confined and restricted spaces may be dark and additional lighting may be required to perform certain tasks.

Hot Work

Hot work refers to work where a flame, spark or other source of ignition may be produced during:

• Cutting, welding, burning, air gouging, riveting, drilling, grinding, or chipping.


• Using electrical equipment not classified for use in a hazardous location.

• The introduction of a combustion engine to a work process.

Hot work cannot be performed if one of the following conditions exists:

• A flammable substance is, or may be, in the atmosphere of the work area.

• A flammable substance is, or may be, stored, handled, or used in the location.

• The hot work is on, or in, an item of equipment that contains a flammable substance or its residue.

• The hot work is on a vessel that contains residue that may release a flammable gas or vapor when exposed to

heat.

If cutting, welding, burning, air gouging, riveting, drilling, grinding, or chipping is to occur in a confined or

restricted space, specific Safe Work Procedures must be prepared and controls implemented to ensure compliance

with Section 169 (Hot Work) of the Occupational Health and Safety Code. Under no circumstances should hot work

occur in a confined or restricted space until procedures are implemented to ensure that the hot work is completed

safely.

Unauthorized Entry

Only those individuals who have received an entry permit and have reviewed the relevant Task Hazard Analysis

are allowed to enter confined and restricted spaces in District facilities. No one else should be allowed to enter these

areas.

All confined spaces in District facilities are identified and clearly signed as shown below.


All restricted spaces in District facilities are identified and clearly signed as shown below.

Engine Exhaust Hazards

Workers within a confined or restricted space must be protected from the hazard created by engine exhaust (e.g.,

idling vehicles, generators). The exhaust from an idling engine can enter a confined or restricted space and

compromise the atmosphere. As part of the preliminary inspection of a confined or restricted space, the worker must

ensure there is no danger of engine exhaust entering the work area.

Testing the Atmosphere

Potential atmospheric hazards are identified through the task hazard analysis process or on the entry permit, taking

into consideration the work activity to be performed. Atmospheric testing in a confined or restricted space should

be conducted when the worker has reasonable concerns about the air quality of the area. When this occurs, the

worker should not enter the confined or restricted space until given clearance by their supervisor or until testing is

completed by a competent person. A competent person will have equipment capable of identifying and monitoring

the potential atmospheric hazards and understand the manufacturer’s specifications for the safe use, handling, and

care of the monitor, as well as the limitations of the testing equipment.

Continual testing is required when the type of work being performed in the confined space may compromise

the air quality (e.g., hot work).

Common atmospheric hazards in confined spaces include:

• Oxygen deficiency due to chemical (rusting of steel) or biological (microbiological growth) reactions that

consume oxygen.

• Oxygen enrichment due to certain welding tasks.

• Flammable atmospheres due to the presence of acetylene, propane, or methane.

• Toxic atmospheres due to the production of carbon monoxide or other vapours or dusts generated during the

work activities.

• The following limits, as measured by the testing equipment, shall be used to determine when it is safe to work

in a confined space:

• Oxygen content less than 20% or greater than 23%.

RESTRICTED SPACE

AUTHORIZED

PERSONNEL ONLY


• Greater than 5% of the Lower Explosive Limit (LEL).

• Greater than 50% of the 8-hour Occupational Exposure Limit (OEL) for the substance present.

Work in a confined or restricted space must not commence or continue until testing indicates an acceptable

atmosphere or until controls are implemented which protect the worker from exposure to the hazardous atmosphere

(e.g., respirator). All test results must be recorded on an Atmospheric Testing Record Form which should be

attached to the current entry permit.

Ventilation, Purging and Inerting

Ventilating means the use of mechanical ventilation to force outside air into the confined space while workers are

working. The amount of ventilation required will be based on the volume of the confined space and the generation

rate of the hazardous substance. The volume of the confined space is determined by the formula:

volume (m3) = length (m) x width (m) x height (m).

Since it will be difficult to determine the generation rate of the hazardous substance, a minimum of four air changes

per hour of outside air must be introduced throughout the confined space. Care should be taken to ensure that all

areas of the confined space are ventilated and that no dead spots remain. If 50% of the 8-hour OEL is still exceeded,

then additional ventilation may be required. If additional ventilation is not practical then appropriate personal

protective equipment will be required. Work procedures should also be reviewed and revised and an additional Task

Hazard Analysis completed to reflect the change in work procedures.

Purging means the introduction of a substance such as steam or water into a confined space to displace or flush out

contaminants prior to entering the space.

Inerting refers to the introduction of an inert (unreactive) gas, such as nitrogen, into a confined space to completely

displace oxygen. If entering an inerted confined space, special safety precautions are required (e.g., self-

contained breathing apparatus). Inerting is used in vessels that previously contained flammable materials. By

introducing an inert gas, like nitrogen, into the vessel the oxygen is displaced and a flammable mixture cannot be

created. For a flammable mixture to burn or explode a source of oxygen and a source of ignition are required.

Emergency Response

In the event of an emergency situation involving an employee working in a confined or restricted space, the

emergency response protocol is to call 911. The individual calling for 911 emergency services should specify that

the emergency is related to a worker in a confined or restricted space. Ensure that someone is available outside of

the facility to meet the emergency responders to direct them to the exact location of the injured worker.

Contractors are expected, as a minimum, to meet Alberta Workplace Health and Safety and/or District requirements

regarding the establishment of emergency procedures for their employees. This shall include details regarding the

use of appropriate safety/rescue equipment for the work being performed.

See Attachment IV Emergency Response Guide for further detail.


Requiring a Tending Worker

Based on a review of the normal type of work activities (inspection and minor maintenance) performed by District

employees (caretaking and maintenance staff) in confined and restricted spaces, a tending worker is not usually

required. However, prior to entering confined and restricted spaces that are isolated from regular staff traffic

patterns, an employee should inform administrative staff of:

• The location of the confined or restricted space that they are about to enter.

• The duration of time they expect to spend in the confined or restricted space.

If the employee has not returned in the specific time, administrative staff can initiate a search for the individual.

They should not enter the confined or restricted space while conducting this search. If an injury has occurred

emergency services may need to be called.

If an employee has concerns regarding the atmospheric quality of a confined or restricted space, he/she should not

enter the area and should inform their supervisor of the concern. The supervisor will determine if atmospheric

testing is required. The supervisor’s primary concern should be one of worker safety.

If atmospheric testing is conducted and it is found that one of the following conditions exist:

1. The oxygen content of the atmosphere inside the confined or restricted space is less than 20% by volume,

2. The oxygen content inside the confined or restricted space is greater than 23% by volume,

3. The concentration of a substance is greater than 5% of the Lower Explosive Limit, or

4. The concentration of a substance is greater than 50% of the 8-hour Occupational Exposure Limit.

Then the supervisor will arrange for a contractor to address the situation. Contractor employees who are required

to enter a confined space under these conditions are required to wear appropriate personal protective equipment and

will require the presence of a tending worker (safety-watch). A tending worker is also required when a hazard is

identified during the hazard assessment process where the hazard cannot be effectively eliminated or controlled.

The tending worker is responsible to:

• Ensure that the Entry Permit and Task Hazard Analysis have been completed.

• Know the potential hazards of the confined space.

• Document the time of entry and exit for all worker(s) in the confined space.

• Ensure unauthorized personnel stay clear of the area and do not enter the confined space.

• Remain in communication with the worker(s) in the confined space.

• Order the evacuation of the confined space if there is a concern of an unsafe condition.

• Stay in the area of the confined space until all workers, who are able to, have left the confined space.

• Refrain from entering the confined space under any circumstances.

• Summon 911 assistance in serious situations (e.g., injury accident, loss of communication).

• Remain available to direct emergency services to the accident scene.

For a restricted space, a tending worker is not required; however, a competent worker must be in communication

with the worker in the restricted space.

Contractor employees who are required to work in District confined and/or restricted spaces should have a tending

worker present as required by Section 56 of Occupational Health and Safety Code. This is especially critical when


the type of work being performed introduces additional hazards to the area or when the work is being performed

during times when District employees are not normally in the facility.

Retaining of Records

The Contractor will retain records of their employees’ entry permits, atmospheric testing data and other applicable

information related to confined and restricted space entry, and immediately submit these records to the Construction

Department and the Maintenance Department upon request or audit. All records will be retained for a minimum of

three years.

Confined Space Entry Summary

A summary of many of the requirements outlined in the preceding sections is provided in Attachment V: Confined

Space Entry Summary.

Identifying Confined and Restricted Spaces

Confined and restricted spaces at each worksite shall:

• Be identified and recorded on a floor plan of the facility and kept in the Occupational Health and Safety

Document Binder at each site.

• Be clearly identified with appropriate signage.

A floor plan of each District facility, identifying confined and restricted spaces, shall be kept by the Health and

Safety Department.

A Confined Space Assessment Checklist is used to identify District confined spaces (see Attachment I). The

checklist is based on the definition and explanation guidelines provided by Alberta Workplace Health and Safety.

The District periodically makes changes to existing facilities and constructs new facilities. When this occurs the

Construction Department and Maintenance Department shall:

• Identify any new confined and restricted spaces that have been created.

• Ensure that relevant staff are informed.

• Ensure that copies of facility floor plans are adjusted to reflect these changes.

• Ensure that updated copies of the floor plans are provided to the Principal or non-school-based department

head as well as all confined space manual holders.

If a District employee evaluates an area with this checklist and perceives the area to be a confined or restricted

space, this should be brought to the attention of the Principal or non-school based department head and, in turn, to

the Construction Department and Maintenance Department through the submission of a Hazard Report Form using

EARS.

Types of Confined Spaces

Although confined spaces come in many shapes and sizes, most can be classified in one of two ways:


1. Spaces that are open-topped and have depth such as pits and catch basins.

2. Spaces with narrow openings such as tunnels, crawl spaces, utility vaults and cubbyholes.

Some confined spaces are inherently dangerous, while others become dangerous as a result of the work that is

performed inside. Examples of confined spaces that are inherently dangerous are:

• Manholes in contaminated ground (e.g., near leaking underground gasoline storage tanks).

• Manholes, pits, or trenches connected to sewers, in which there can be a buildup of flammable and/or poisonous

gases and/or insufficient oxygen in the air.

• Tanks or pits containing sludge and other residues which, if disturbed, may partially fill the confined spaces

with gases.

• Confined spaces that contain rotting vegetation, rusting metal work, and similar natural oxidation processes that

may create an oxygen-deficient atmosphere.

Some examples of the work performed that may make a confined space dangerous are:

• Some painting work or application of certain adhesives and liquids such as paint thinners. These can produce

dangerous amounts of solvent vapour, which can cause dizziness and impair judgment. Such solvents are often

flammable which may produce a risk of fire and/or explosion.

• Welding activities may generate toxic gases or vapours.

• The use of gasoline or diesel engines may lead to a buildup of carbon monoxide gas.

Confined and Restricted Spaces in the District and Associated Hazards

The District has very few confined and restricted spaces that are inherently dangerous. Based on the assessment

process the following areas are considered to be confined and restricted spaces in District facilities:

Restricted Spaces:

▪ Service Tunnels

▪ Air Handling Units

▪ Cubbyholes

▪ Spaces above Fixed Ceilings

▪ Cooling Towers

▪ Storage Areas Under Stages

Confined Spaces:

• Sump Pits

• Catch Basins

Attachment II displays photographs of a variety of confined and restricted spaces observed during the assessment

of District facilities.


Service Tunnels

The service tunnels in District facilities are primarily designed for mechanical services such as steam, water, and

electrical lines. Lighting is provided in some of these tunnels. Some tunnels have a restricted means of access and

may require the use of a ladder. Some tunnels may have piping or equipment obstructing the entrance.

Service tunnels are restricted spaces not designed for continuous human occupancy. They often have a restricted

means of entry or exit which could compromise the provision of first aid, evacuation, or rescue. District employees

are required to enter these areas for inspection and minor maintenance purposes from time to time.

The risk of a hazardous atmosphere in tunnels is minimal unless created by the nature of the work activity. However,

a worker may become injured in the tunnel due to slips, trips, falls, or impact injuries. Depending on the age of the

school, some tunnels may have insulation containing asbestos present on mechanical fittings or cement pipes which

contain asbestos. There is also a potential for rodent nests in these areas which could produce various bio-hazardous

concerns such as hantavirus. Some tunnels are quite long and many of them have numerous turns preventing a

tending worker (if required) from maintaining visual contact. Review Task Hazard Analysis for Service Tunnels

(See Section on Safe Work Practices).

Air Handling Units

An air handling unit is primarily designed for the distribution of fresh air to all occupied spaces in a facility. District

employees are required to enter these spaces routinely for inspection purposes and to change filters. If other

maintenance or repairs are required then a contractor could be used to perform the work.

Air handling units are restricted spaces not designed for continuous human occupancy. They often have a restricted

means of entry or exit which could compromise the provision of first aid, evacuation, or rescue.

The risk of a dangerous atmosphere is minimal, unless created by the nature of the work activity. However, a worker

may become injured in the air handling unit due to energized equipment, slips, trips, falls, or impact injuries.

Depending on where the work is being performed, the air handling unit may accidentally energize and seriously

injure the worker. It is essential that a Lockout/Tagout system be used when performing these tasks. Review Task

Hazard Analysis for working on Air Handling Units (See Section on Safe Work Practices).

Cubbyholes

Cubbyholes are enclosed areas. District employees typically enter these areas to store or retrieve materials or

equipment. Some of these areas may contain mechanical equipment and if maintenance or repairs are required then

a contractor would be used to perform the work.

The cubbyholes under stairs are restricted spaces not designed for continuous human occupancy. They often have

a restricted means of entry or exit which could compromise the provision of first aid, evacuation, or rescue.

The risk of a dangerous atmosphere in cubbyholes is minimal unless created by the nature of the work activity.

However, a worker may become injured in the cubbyhole due to slips, trips, falls or impact injuries. Review Task

Hazard Analysis for Cubbyholes (See Section on Safe Work Practices).



The spaces above ceilings are primarily designed for electrical and mechanical equipment and return air plenums.

District employees do not normally enter these areas, but may look into these areas to perform a visual inspection.

The ceiling spaces above hard ceilings are restricted spaces not designed for continuous human occupancy. They

often have a restricted means of entry or exit which could compromise the provision of first aid, evacuation, or

rescue.

The risk of a dangerous atmosphere is minimal unless created by the nature of the work activity. Depending on

the age of the facility, some spaces may have asbestos-containing materials such as insulation on mechanical

fittings, cement pipes, sprayed-on insulation, or stippled coatings. There is also a potential for rodent nests in

these areas which could produce bio-hazardous concerns such as hantavirus. A worker may also become injured

due to trips, falls, or impact injuries. Review Task Hazard Analysis for Spaces Above Fixed Ceilings (See Section

on Safe Work Practices).


Under stage areas are typically used to store chairs and gym equipment on movable carts. District employees do

not normally enter these areas since the equipment is typically on rolling carts that can be reached from outside of

the area. However, District employees may be required to enter these areas if the carts become jammed, when

equipment falls from a cart, or when lights need bulbs changed. Contractors may enter these areas to test fire

alarm systems or heating systems.

The storage areas under stages are restricted spaces not designed for continuous human occupancy. They often

have a restricted means of entry or exit which could compromise the provision of first aid, evacuation, or rescue.

The risk of a dangerous atmosphere is minimal since there are typically no natural gas lines or hazardous

materials in the area. However, a worker may become injured due to trips, falls, or impact injuries. Review Task

Hazard Analysis for Storage Areas Under Stages (See Section on Safe Work Practices).

Cooling Towers

The cooling towers in District facilities are mechanical systems primarily designed for cooling the temperature in

the facility. District employees are required to enter these areas routinely for inspection purposes. If maintenance

or repairs are required then a contractor could be used to perform the work.

Cooling towers are restricted spaces not designed for continuous human occupancy. They often have a restricted


The risk of a dangerous atmosphere is minimal unless created by the nature of the work activity. However, a

worker may become injured in the cooling tower due to energized equipment, slips, trips, falls or impact injuries.

Depending on where the work is being performed, the cooling tower may accidentally energize and seriously

injure the worker. It is essential that a Lockout/Tagout system be used when completing this task. Review Task

Hazard Analysis for Cooling Towers (See Section on Safe Work Practices).


Sump Pits

Sump pits are drainage systems that are designed to collect excess water that may accumulate due to seepage or

drainage. These systems sometimes include pumps which are used to expel the excess water. District employees

typically do not enter these areas. If maintenance or repairs are required then a contractor would be used to

perform the work.

Sump pits are confined spaces not designed for continuous human occupancy. They often have a restricted means

of entry or exit which could compromise the provision of first aid, evacuation, or rescue.

There may be a risk of a dangerous atmosphere in a sump pit due to:

• The drainage and collection of other fluids such as gasoline, oil, solvents etc.

• Stagnant water with biological growth.

• Gases or vehicle exhaust that may collect as the sump pit is below grade.

Review Task Hazard Analysis for Sump Pits (See Section on Safe Work Practices).

Catch Basins

Catch basins are collection areas at the entrance to a sewer designed to keep out large or obstructive matter.

District employees may have to reach into these areas to remove debris which is obstructing the drainage.

Catch basins are confined spaces not designed for continuous human occupancy. They often have a restricted


There may be a risk of a dangerous atmosphere in a catch basin due to the collection of:

• Organic matter that may rot or decompose.

• Other fluids that may have spilled such as oils, antifreeze, paints, solvent, etc.

• Gases or vehicle exhaust that may collect as the catch basin is below grade.

Review Task Hazard Analysis for Catch Basins (See Section on Safe Work Practices).

Areas Not Considered to be Confined or Restricted Spaces in District Facilities

The following spaces are not considered to be confined or restricted spaces as they are designed to accommodate

regular work activity:

• Gas Meter Rooms • Boiler Rooms

• Photography Labs

• Chemical Storage Rooms

• General Storage Rooms

• Clay Traps

• Grease Traps

• Paint Finishing Rooms


Attachment I: Confined Space Assessment Checklist

Facility: _______________________________ Date: _________________________

Location in Facility: ______________________ Originator: _____________________

Criteria for Identifying a Confined Space:

1. The area is enclosed or partially enclosed (e.g., service tunnel, Yes/No

air handling unit, cubbyhole, space above fixed ceiling,

storage area under stage, cooling tower, sump pit, catch basin).

Describe: ___________________________________________________________________

____________________________________________________________________________

2. Area is not designed or intended for continuous human occupancy. Yes/No

The area is only entered for such activities as cleaning, inspection,

maintenance, repair, or construction activities.

3. The area has a restricted means of entry or access (e.g., access by ladders, Yes/No

stairways, sloped walkway, narrow entrance, bulkheads, collapsed materials).

Describe: ___________________________________________________________________

4. The area is hazardous to the worker due to:

• Location (e.g., below grade, restricted height, isolated) Yes/No

• Compromised emergency response service Yes/No

• Materials or substances present (e.g., stored items, low level pipes) Yes/No

Describe: ___________________________________________________________________


Attachment I: Confined Space Assessment Checklist continued…

• Hazardous atmosphere (e.g., poor natural ventilation, oxidation) Yes/No

Describe: ___________________________________________________________________

• Hazardous atmosphere due to work activities (e.g., hot work, Yes/No

paint supplies)

Describe: ___________________________________________________________________

• Construction of the area (e.g., unstable soil or materials, depth) Yes/No

Additional information: _________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

If there was a positive (yes) response in each of the four sections above, the area would be considered a

confined space. The principal or non-school based department head should be notified and they in turn

should notify the Construction and Maintenance Department through the submission of a Hazard Report

Form using EARS (IVOS).


Attachment II: Sample Photographs of Confined and Restricted

Spaces

Photograph 1: Access to tunnel where a ladder is required – Restricted Space

Photograph 2: Floor access to a tunnel – Restricted Space


Photograph 3: Access panel to air handling unit – Restricted Space


Photograph 4: Inside of an air handling unit where the filters are changed – Restricted Space

Photograph 5: Cubby hole – Restricted Space


Photograph 6: Cubby hole – Restricted Space

Photograph 7: Space above fixed ceiling – Restricted Space


Photograph 8: Storage under stage – Restricted Space

Photograph 9: Sump pit – Confined Space


Photograph 10: Catch basin – Confined Space


Attachment III: Training Requirements

All individuals involved with working in a confined space area must receive training related to their roles and

responsibilities.

Employees

All District employees involved with working in a confined space must receive training with respect to the District’s

Confined Space Code of Practice and applicable Health and Safety Legislation. The following areas shall be

addressed in this training:

• Confined space definition.

• Types of confined spaces in the District.

• Hazards within confined spaces.

• District’s Task Hazard Analysis for confined spaces.

• Entry Permit System.

• Atmospheric testing equipment.

• Worker role and responsibilities.

• Required record keeping.

• Man-down System.

• Emergency response.

Supervisors

District employees who supervise contractors or issue entry permits must receive additional training with respect

to their specific role and responsibilities. The following areas shall be addressed in this training:

• Entry Permit Issuing.

• Ensuring contractors have appropriate confined space procedures in place.

• Confined space hazard assessment process (identifying and controlling hazards).

Contractors

The District has an obligation to ensure that contractors who perform work in confined spaces meet or exceed

applicable Health and Safety Legislation requirements. This requires that they have developed a written Confined

Space Code of Practice that addresses the following areas:


• Worker Training

• Entry Permit System

• Safety Precautions

• Protection from Hazardous Substances, Energy, and Conditions

• Hot Work

• Unauthorized Entry


• Engine Exhaust Hazards


• Ventilation, Purging and Inerting

• Emergency Response

• Requiring a Tending Worker

• Entry and Exit Documentation


• Depending upon the nature of the work being performed, contractors shall be required to provide other

documentation, such as:

• Respiratory Protection Code of Practice

• Hearing Protection Code of Practice

• Personal Protective Equipment Code of Practice


Attachment IV: Emergency Response Guide

The District has established a protocol for responding to an emergency that involves the rescue or evacuation of a

worker from a confined space. This protocol will be reviewed with all District employees. The District protocol for

emergency situations where an employee working in a confined space is injured is as follows:

• Call 911 for Emergency Service response.

• Specify that the emergency is related to a worker injured in a confined space.

• Remain available to direct the Emergency Service responders to the exact location of the injured worker.

• Other employees should not enter the confined space to attempt rescue.

• Complete an Accident Report and First Aid Record Form and submit it through EARS (IVOS).

Contractors working in District facilities are required to have developed their own emergency response protocol in

relationship to confined spaces. This protocol must meet Alberta Occupational Health and Safety requirements and

address the following areas:

• Identification of potential emergencies based on hazards assessed.

• Specific responses to identified potential emergencies.

• Location of emergency equipment (fire extinguishers, first aid, etc.).

• List of workers trained in protocol and use of emergency equipment.

• Location and access to emergency facilities (fire station, ambulance, hospital, etc.).

• Alarm and emergency communication requirements.

• Procedures for rescue and evacuation.

• Designated rescue and evacuation workers.


Attachment V: Confined/Restricted Space Entry Summary Supervisor’s Responsibilities

1. Ensure that employees who are required to work in confined spaces are appropriately trained.

2. Issue Entry Permits to employees required to work in confined spaces and maintain a record of entry permit

holders.

3. Ensure that appropriate personal protective equipment and safety equipment is available for workers entering

confined spaces.

4. Ensure that the District’s Code of Practice for Confined Spaces is followed by those entering confined spaces.

5. Respond to concerns expressed by employees regarding atmospheric conditions in a confined space. This may

or may not involve atmospheric testing.

Worker’s Responsibilities

Pre-Entry Planning

1. Review the Entry Permit.

2. Review the type of work and required tasks.

3. Identify the tools and equipment required for the task prior to entering the confined space. Ensure all

tools and equipment are operating according to manufacturer’s specifications.

4. Review the existing Task Hazard Analysis for the confined space and understand the potential

hazards.

5. Complete a new Task Hazard Analysis if a new hazard will be introduced due to the work being

performed.

6. Identify and acquire appropriate personal protective equipment.

7. Collect and obtain all Material Safety Data Sheets (SDS) for products that are going to be used within

the confined space.

8. Review established communication procedures.

9. Review emergency response procedures.

10. Ensure a properly trained tending worker is available at the entrance if required by the conditions and

the type of work identified in the Confined Space Code of Practice.

Entry and Work

1. Ensure that appropriate controls are implemented (e.g., inform proper authority of entry, wear

appropriate personal protective equipment, use man-down system, etc.).

2. Leave the confined space if conditions change or if symptoms of overexposure to atmospheric

hazards are experienced.

3. Complete a new Task Hazard Analysis if a new hazard(s) is identified.

Tending Worker Responsibilities

Contractor employees required to enter confined spaces may require a tending worker depending on conditions.

1. Ensure that the Entry Permit and Task Hazard Analysis have been completed.

2. Know the potential hazards of the confined space.

3. Document the time of entry and exit for all worker(s) in the confined space.

4. Ensure unauthorized personnel stay clear of the area and do not enter the confined space.

5. Remain in communication with the worker(s) in the confined space.


6. Order the evacuation of the confined space if there is a concern of an unsafe condition.

7. Stay in the area of the confined space until all workers, who are able to, have left the confined space.

8. Refrain from entering the confined space under any circumstances.

9. Summon 911 assistance in serious situations (e.g., accident injury, loss of communication).

10. Remain available to direct emergency services to the accident scene.

Summoning Emergency Assistance

All staff should be aware of the protocol for summoning emergency assistance in situations involving confined

spaces.

1. Call 911 for Emergency Service response.

2. Specify that the emergency is related to a worker injured in a confined space.

3. Remain available to direct the Emergency Service responders to the exact location of the injured worker.

4. Other employees should not enter the confined space to attempt rescue.

5. Complete an Accident Report and First Aid Record Form and submit it through EARS (IVOS).


Forms

Confined Space Entry Permit (Level I)

Name: __________________________________ School or Facility: ____________________

Duration of Permit Start Date: ________________ Finish Date: _________________________ day/month/year day/month/year

Permit No.: _______________________________ Permit Issuer: ________________________

This entry permit is specific to the individual and facility identified above. Entry is authorized only for inspection

purposes or to perform minor maintenance. By definition, minor maintenance activities do not introduce additional

hazards to the confined space. Confined spaces in the facility are identified on the floor plan map provided to the

school by the District (on file in the Occupational Health and Safety Document Binder).

Type of Confined Space Safety Precautions/Equipment Required

(See list below)

1. Sump Pit ____________________

2. Catch Basin ____________________

Relevant Task Hazard Analysis provided: Yes No

Safety Precautions/Personal Protective Equipment

A. Protective Gloves G. Fire Extinguisher

B. Safety Glasses H. Flashlight

C. Dust Mask I. Signs Posted

D. Hard Hat J. Lockout/Tagout Procedure

E. Hearing Protection K. Communications Process

F. Protective Footwear L. Man-down System

If permit holder has concerns regarding atmospheric conditions when entering a confined space, he/she

should consult with their supervisor for direction before entry.

Signature of Permit Holder: ______________________________________________


Confined Space Entry Permit (Level II)

Name: _____________________________________ Valid for All District Facilities

Duration of Permit Start Date: ___________________ Finish Date: ____________________ day/month/year day/month/year

Permit No.: __________________________________ Permit Issuer: ____________________

Permit holders are required to have received advanced levels of District training related to confined space entry.

This entry permit allows the above-named individual to enter confined spaces identified below in any District

facility. Entry is authorized only for inspection purposes or to perform minor maintenance. By definition, minor

maintenance activities do not introduce additional hazards to the confined space. Confined spaces in the facility are

identified on the floor plan map provided to the school by the District (on file in the Occupational Health and Safety

Document Binder).

Type of Confined Space Safety Precautions/Equipment Required

(See list below)

1. Sump Pit ____________________________________

2. Catch Basin ____________________________________

Relevant Task Hazard Analysis provided: Yes No

Safety Precautions/Personal Protective Equipment

A. Protective Gloves G. Fire Extinguisher

B. Safety Glasses H. Flashlight

C. Dust Mask I. Signs Posted

D. Hard Hat J. Lockout/Tagout Procedure

E. Hearing Protection K. Communications Process

F. Protective Footwear L. Man-down System

If permit holder has concerns regarding atmospheric conditions when entering a confined space, he/she

should consult with their supervisor for direction before entry.

Signature of Permit Holder: ______________________________________________


Atmospheric Testing Record Form

School or Facility: _____________________________ Date and Time: _________________

Type of Confined Space: _______________________________________________________

Location of Confined Space: ____________________________________________________

Reason for Testing: ___________________________________________________________

Person Conducting Testing: ____________________________________________________

Testing Instrument Used: ______________________________________________________

**Recommended action for retesting (if applicable), recorded retesting data below.

Date and Time: _______________________________________________________________

Person Conducting Testing: _____________________________________________________

Testing Instrument Used: _______________________________________________________

If the results of the testing are less than or exceed acceptable limits (see Code of Practice for Confined Spaces -

Testing the Atmosphere), then no District employee shall enter the area and a contractor should be brought in to

address the issue. If the initial results are borderline, retesting should occur before any entry is attempted by an

employee. If retesting results are still borderline or exceed acceptable limits, a contractor should be employed.

Substance Test Conducted Results Action

Oxygen Percentage Level

❑ Entry Okay

❑ Do Not Enter

❑ Retest Before Entry

Lower Explosive Limit (LEL)

❑ Entry Okay

❑ Do Not Enter


Occupational Exposure Limit (OEL)

❑ Entry Okay

❑ Do Not Enter


Substance Test Conducted Results Action

Oxygen Percentage Level

❑ Entry Okay

❑ Do Not Enter


Lower Explosive

Limit (LEL)

❑ Entry Okay

❑ Do Not Enter


Occupational Exposure Limit

(OEL)

❑ Entry Okay

❑ Do Not Enter




To be completed by principals or non-school-based department heads, or their appointed designates, with relevant

employees.

Assessment Team Member(s): ________________________________________Date: ____________________

Task

Hazard Specifics Possible Consequences

Physical

Chemical

Biological

Controls Do

Do Not

February 2019 RPECP 1

Code of Practice

Respiratory Protective Equipment Code of Practice

Respiratory Protective Equipment

The District is committed to the protection of the health and safety of its employees, students, visitors, and contractors,

including the potential health risks associated with exposure to airborne contaminants. Whenever possible, suitable

engineering or administrative control measures are used as the primary means of preventing exposure to harmful

chemicals, dust, or reduced oxygen in the air. When effective engineering and/or administrative controls are not

feasible, or while they are being instituted, appropriate respiratory protection must be used. Personal Protective

Equipment (PPE), including respiratory protection, is normally the last resort in minimizing the hazards of airborne

contaminants.


In the province of Alberta, the Occupational Health and Safety Act, Regulation, and Code is enforced by Alberta

Human Resources and Employment – Workplace Health and Safety. This legislation establishes the rights and

obligations of employers, workers, and the government, outlines the general requirements for employers, outlines

administrative and policy issues and contains detailed technical requirements that support the Occupational Health


Table 2 in Schedule 1 of the Alberta Occupational Health and Safety Code lists the eight-hour Occupational Exposure

Limit (OEL) for various airborne contaminants. The OEL is a concentration to which a worker could be exposed to

for eight hours a day, five days a week, without adverse health effects. If the work period is more than eight hours in

a 24-hour day, the eight-hour OEL must be reduced by multiplying the OEL limit by the following factors:

Factor Length of Work Period (in Hours)

0.7 More than 8, but not more than 10



0.1 More than 16

The Occupational Health and Safety Code (Part 18) requires the development, implementation, and maintenance of

a code of practice governing the selection, maintenance and use of the respiratory protective equipment when used

at a work site.


The District’s Respiratory Protective Equipment Code of Practice addresses the following areas:


• Types of Respiratory Protective Equipment

• Selection of Respiratory Protective Equipment

• Worker Training and Fit Testing

• Use, Care, and Maintenance of Respiratory Protective Equipment

• Worker Health Assessment


Hazard Assessment







controls, administrative controls, or Personal Protective Equipment must be used to control the hazards identified.

The hierarchy of controls will dictate the controls needed to minimize the hazard. Engineering controls are the

preferred control method to eliminate or minimize the risk of airborne hazards. PPE is normally the last resort in

minimizing the hazards of airborne contaminants.

Engineering controls include such things as using less hazardous substitutes, installation of local ventilation,

installation of dust collection systems, dust control additives and enclosures around work processes.

Administrative controls include such things as establishing practices and procedures, health assessments and worker

training.

Personal Protective Equipment includes the use of respiratory protection, safety glasses, coveralls, and hearing

protection.

Hazard assessments for work sites should be periodically reviewed to ensure that the working conditions have not

changed to create additional hazards. This can be completed using a Task Hazard Analysis Form.

Airborne Hazards

Respiratory hazards may include airborne contaminants such as dusts, mist, fumes and gases, or oxygen-deficient

atmospheres. Inhalation is generally viewed as the most significant route of entry for toxic materials in most

workplaces. The specific airborne hazards that workers are exposed to will vary and depend upon their occupation.

Airborne hazardous materials can be separated in four different classifications:

• Particulates/aerosols (solid particles, dusts, fibres, mists, droplets, fumes).

• Gases and/or vapours (gaseous contaminants, vapours) ;

• Oxygen-deficient atmospheres (containing less than 19.5% oxygen); and

• Combination (any combination of particulates, gases, and/or vapours, including oxygen deficient atmospheres).


Types of Respiratory Protection Equipment

In general, there are two main types of respiratory protection equipment: air-purifying and air-supplying. These two

main types can be further broken down into sub-types based on the assigned protection factor of the respirator and

the respirators’ limitations for protecting the worker against particular airborne hazards.

1. Air-Purifying Respirators

Air-purifying devices clean the contaminated atmosphere through filtration or absorption, depending on the airborne

contaminant of concern. This type of device is limited in its use to those environments where there is sufficient

oxygen and the contaminant’s airborne concentration level is within the maximum use concentration of the device

(i.e. protection factor). The useful life of an air-purifying device is limited by the concentration of the air

contaminants, the breathing rate of the wearer, temperature and humidity levels in the workplace, and the removal

capacity of the air-purifying medium. Air-purifying devices are equipped with filters, cartridges or canisters which

clean the breathed air of particulates, chemicals, or a combination of particulate and chemicals. The U.S. National

Institute for Occupational Safety and Health (NIOSH) has further classified air-purifying particulate filters as “N”

(not oil resistant), “R” (oil resistant), or “P” (oil proof). Additionally, filters can be obtained with filtering efficiencies

of 95%, 99% or 99.97%.

There are four sub-types of air-purifying respirators:

i. Dust masks are disposable half face particulate filter respirators. They are also known as a filtering face

piece respirator commonly used in health care and construction/renovation applications. Air is drawn through

the filter by negative pressure that is created inside the dust mask when the user inhales. This type of respirator

has an assigned CSA protection factor of 10, and is unacceptable for protection in work conditions that are

immediately dangerous to life and health (IDLH).

ii. Half-face Respirators fit under the chin to the bridge of the nose. Air is drawn through the cartridge or filter

by negative pressure that is created inside the respirator face piece when the user inhales. This type of

respirator has an assigned CSA protection factor of 10, and is unacceptable for protection in IDLH work

conditions. Additionally, the choice of filter is dependent on the identity of the airborne contaminant and, for

particulate respirators, the presence of oil.

iii. Full-face Respirators provide a protection factor of 100, and are generally a better fit than the half-face

respirator. Full face respirators fit over the entire face and offer eye protection. Air is drawn through the

cartridge or filter by negative pressure that is created inside the respirator face piece when the user inhales.

This type of respirator is unacceptable for protection in IDLH work conditions, and the choice of filter is

dependent on the identity of the airborne contaminant and, for particulate respirators, the presence of oil.

iv. Powered Air-Purifying Respirators (PAPR) utilize a battery-powered blower that draws the

contaminated air through the cartridge or filter. The air is then forced through a hose to the face piece that

may be tight-fitting, or a helmet or a hood that does not seal tightly against the face of the wearer. The

assigned CSA protection factor is dependent upon the type of face piece utilized. Please refer to the table

below for the assigned protection factors of each face piece.


Table 1: Assigned Protection Factors for PAPR Face pieces

TYPE OF FACEPIECE

ASSIGNED

PROTECTION FACTOR

Half-Face piece 50

Full-Face piece 1000

Helmet/Hood 1000

Loose-Fitting Face piece 25

2. Air-Supplying Respirators

Air-supplying types of respirators provide a respirable atmosphere to the wearer, independent of the ambient air. The

breathing source is supplied from an uncontaminated source through a hose connected to the wearer’s face piece or

head enclosure from a compressor or compressed air cylinders. These devices can be used in IDLH atmospheres.

There are two sub-types of air-supplying respirators:

i. Airline Respirators utilize a compressor to supply uncontaminated air to the wearer. When these types of

respirators are used, only positive-pressure equipped units with an escape air-supply bottle may be used in

IDLH situations. The assigned CSA protection factor is dependent upon type of face piece utilized. Please

refer to the table below for the assigned protection factors of each face piece. (Table 2).

Table 2: Assigned Protection Factors for Airline Face pieces

TYPE OF FACEPIECE

ASSIGNED

PROTECTION FACTOR

Demand Mode Half-

Facepiece

10

Demand Mode Full-

Facepiece

100

Positive Pressure Half-

Facepiece

50

Positive Pressure Full-

Facepiece

1000

Helmet/Hood 1000

Loose-Fitting Facepiece 25


ii. Self-contained Breathing Apparatus (SCBA) provides respiratory protection against gases, vapours,

particles, and an oxygen deficient atmosphere. The wearer is independent of the surrounding atmosphere

because the breathing gas is carried by the wearer, generally in compressed air cylinders. Only positive

pressure SCBA units with at least a 30-minute capacity and a low-capacity warning alarm may be used in

IDLH situations. The Demand Modes Full-Facepiece has an assigned protection factor of 100, while the

Pressure-demand (positive pressure) Facepiece has an assigned protection factor of 10,000.

Selection of Respiratory Protective Equipment

Respiratory selection is based upon a systematic review of the airborne contaminant hazard. Knowledge of standards,

regulatory criteria, and manufacturer’s information on the types of respirators and limitations must be reviewed to

ensure that appropriate accepted respirators are selected for the intended conditions of use. Please refer to the attached

flowchart (Figure 1) located at the end of this Code of Practice which provides a summary on the selection of

appropriate respiratory protection. All respiratory protective equipment must be NIOSH approved or by another

standard setting and equipment testing organization or combination of organizations acceptable to Alberta Human

Resources and Employment. The Canadian Standards Association (CSA) Standard Z94.4 is the standard for

comprehensive qualitative and quantitative fit testing. The following factors should be assessed for each time

equipment is being chosen:

• Identify the Airborne Contaminant(s) – The potential airborne contaminants must be known to ensure the

respirator selected is approved for protection against the specific contaminant(s). To select the appropriate

particulate filter, it is necessary to determine whether or not oil is present in the workplace where the respirator

will be used. If the respiratory hazard cannot be identified, the atmosphere must be considered IDLH.

• Determine the Concentration of the Airborne Contaminant(s) – Determine the worker exposure

concentration(s) of the average workday and the highest short-term concentration(s) of the contaminant by

measuring or estimating the airborne contaminant concentration(s). It is also important to determine if there is an

oxygen-deficient or enriched atmosphere. Measurement includes air sampling and analysis conducted in

accordance with accepted practices.

Once the airborne concentration of the contaminant(s) that the worker may be exposed to is known, a hazard ratio

can be calculated:

Hazard Ratio (HHR) = Airborne Concentration/OEL

A respirator should never be used in an environment where the hazard ratio is greater than its assigned protection

factor. If there is more than one contaminant, use the highest hazard ratio of the individual components present when

selecting a respirator. Please refer to the below table for the minimum level of respirator needed for different levels

of hazard ratios.


Table 3: Minimum Level of Respirator Based on Hazard Ratios

HHR

Minimum Level of Respirator Needed

Air Purifying Air Supplying

≤ 10 Half Face piece Demand Half Face piece

≤ 25 Loose-fitting Face piece PAPR Loose-fitting Face piece

≤ 50 Half Face piece PAPR Positive Pressure Half Face piece

≤ 100 Full Face piece Positive Pressure Full Face piece

or Demand SCBA

≤ 1,000 Full Face piece PAPR Positive Pressure Full Face piece

≤ 10,000 May not be used Positive Pressure SCBA or

Positive Pressure Air Supply

Respiratory with Auxiliary Air

Supply

OEL's for chemical substances are available in Schedule 1, Table 2 of the Alberta Occupational Health, and Safety

Code.

• Consider the Length of Time the Respirator Will be Needed – Certain types of respirators are effective for use

over longer periods of time. When a respirator must be used for extended periods of time, it can become

uncomfortable.

• Warning Properties – The published warning properties of each contaminant, if existing, must be identified and

are usually found on the product’s Material Safety Data Sheet (SDS). Workers need to know the concentration

at which most people can detect the substance by smell, or by nose or throat irritation. When a worker detects the

contaminant this way, it indicates the respirator fits poorly, has developed a leak, or has exhausted its cartridges

or canister. For gases or vapours that have poor warning properties at or are above their OEL’s, air-supplying

respirators should be utilized.

The District supervisors and employees, as well as contractors, should be able to recognize and correctly classify the

types and levels of airborne contaminants within a workplace, in order to select appropriate respiratory protection,

and to implement appropriate work procedures.

Where a District employee is conducting the work, either the direct supervisor or a competent employee will

implement the necessary respiratory protection control measures based on the contaminant(s) airborne concentration

and OEL.

Where an external contractor is conducting the work, the District will identify the airborne contaminant type and

level, and ensure that the protective measures implemented by the contractor provide an equal or greater level of

safety.


Worker Training and Fit Testing

All District employees who require respirators for their work must have training in a Respiratory Fit Testing and

Training Course conducted by the District that incorporates the following:

• Hazards

• Selection criteria

• Purpose, proper use, and limitations

• Cleaning, maintenance, and storage

• Donning and removal

• Fit testing and medical surveillance

• Familiarization with the Code of Practice

During training, all workers will be given a qualitative fit test for their respirator(s). A qualitative fit test is a pass/fail

method that relies on the subject’s sensory response to detect a challenge agent in order to assess the adequacy of

respirator fit. Please see attached for the Qualitative Fit Testing Form, which must be completed for all employees

who are required to wear a respirator.

Additionally, all workers will be trained in positive and negative fit testing, which shall be performed each time the

worker dons a respirator. The negative-pressure test consists of closing off the inlet of the canister, cartridges, or

filters by covering with the palms or replacing the seals, or by squeezing the breathing tube so that it does not pass

air. The worker then inhales gently so that the face piece collapses slightly. If the face piece remains slightly collapsed

while the wearer holds their breath for 10 seconds, and no leakage is detected, the respirator has a proper seal. This

test can only be used on respirators with tight-fitting face pieces. The positive-pressure test is conducted by closing

off the exhalation valve and exhaling gently into the face piece. The fit is considered satisfactory if slight positive

pressure can be built up inside the face piece without any evidence of outward leakage.

Training needs will be updated regularly, whenever different respiratory protective equipment is used, or when work

conditions change. Refresher training courses will be provided by the District every 2 years.

Contractors shall have their own respiratory protective equipment code of practice and have developed safe work

practices and procedures for their employees when performing work tasks requiring respiratory protection. As part

of the contract process contractors shall provide copies of their respiratory protective equipment code of practice and

employee safe work practices and procedures for using respiratory protection. They must also be familiar with the

District’s Respiratory Protective Equipment Code of Practice and applicable Health and Safety legislation. If there

is a variance between contractor and District expectations, the most stringent shall apply.

All respiratory protection training records will be retained for as long as the employee is expected to perform work

dealing with airborne hazards. Training records for District employees will be maintained by the Human Resources

Department.

Use, Care, and Maintenance of Respiratory Protective Equipment

Respiratory protective equipment works properly only when selected, used, maintained, and cared for in the proper

manner. Only approved respirators may be used. District employees shall follow the manufacturer’s specific

instructions for use, care, and maintenance of respiratory protection equipment.


Respirator users are responsible for ensuring the proper use, inspection, cleaning, and storage of their personal use

respirators as directed in the District training program. Respirators must be inspected before and after each use in

accordance with the manufacturer’s directions. Respiratory protective equipment that is not used routinely, but kept

ready for emergency situations, must be inspected once per month to verify it is in satisfactory working condition.

In order to ensure proper and effective seal, employees who are required to wear respirators must be clean-shaven

around the respirator seal area. Workers with facial hair, like beards, long sideburns, or even a two-day stubble may

not wear respirators because the hair breaks the seal between the skin and the respirator mask.

Respirators must be:

• Stored in a readily accessible location;

• Stored in a manner that prevents contamination, for example in a sealed plastic bag;

• Maintained in a clean, dry, and sanitary condition;

• Maintained and used according to the manufacturers specifications;

• Inspected after each use for damage or deterioration;

• Sanitized between uses, when more than one person is using it; and

• Replaced, including cartridges, canisters, or filters, that are near the end of their service life.

Worker Health Assessment

As part of the respirator fit-testing, workers must complete a health surveillance questionnaire to be reviewed by a

medical professional. A physician should examine the medical and psychological fitness of workers. This should be

done before they are assigned to complete work in areas where respirators may be required. The workers must be

physically fit to carry out the work while wearing respiratory equipment and be comfortable about wearing

respirators. Please see attached for a copy of the Health Screening Questionnaire.

Medical surveillance will be performed on workers who are assigned to wear respirators. The results of medical

surveillance will be reviewed by an Occupational Health Consultant and will adhere to the following system of

classification:

• No restrictions on respirator use;

• Respirator use recommended with the following restrictions: (list restrictions and state whether they are

temporary or permanent); and

• No respirator use under any circumstances.

Please see attached for a copy of Respirator Wearer’s Classification of Use form that must be filled out by an

Occupation Health Consultant.

All health screening questionnaires that identify potential concerns are forwarded to a medical professional for

review. Privacy of worker’s health information will be protected by the District and will only be forwarded to a

medical professional.

Documentation

Contractors will retain records of worker health assessment, respiratory fit testing and training, and records shall be

submitted to the Construction Department and Maintenance Department upon request. All records will be retained

for a minimum of three years.


Figure 1 – Choosing an Appropriate Type of Respiratory Protective Equipment

Immediately

Dangerous to

Life and Health

(IDLH)

Oxygen

Deficiency

OR Toxic

Contaminant

AIR-SUPPLYING TYPE

POSITIVE PRESSURE MODE

Self Contained Breathing Apparatus or

Oxygen

Deficiency

AIR-SUPPLYING TYPE

Positive-Pressure Mode or Demand Mode

Non-IDLH

Oxygen

Sufficient,

Toxic

Contaminant

Particulate

AND Gas or

Vapour

Air-Purifying Type with combination

particulate/chemical filter (‘N’, ‘P’, ‘R’) of

correct efficiency OR Air-Supplying Type

Gas or

Vapour

Air-Purifying Type with chemical cartridge or

canister OR

Air-Supplying Type

Particulate

Air-Purifying Type with combination particulate

filter (‘N’, ‘P’, ‘R’) of correct efficiency OR Air-

Supplying Type

Oxygen

Sufficient,

Non-Toxic

Contaminant

Particulate

Dust Mask (‘N’, ‘P’, ‘R’) of correct efficiency

HAZARD


Attachment I: Health Screening Questionnaire

This information is required to assess any medical conditions that you may have which would preclude the

wearing of a respirator. Further medical examination by a physician shall be required if this initial assessment

determines the need for medical clearance to wear a respirator. The information requested on this form is collected

under the authority of Section 33(c) of the Alberta Freedom of Information and Protection of Privacy Act for the

purpose of early illness intervention through medical surveillance. Questions about the collection, use or disposal of

this information should be directed to the Human Resources Department.

Check Appropriate Box – Explain “Yes” Answers YES NO Explanation

1. Do you have any type of lung problem, such as bronchitis,

emphysema, pneumonia, asthma, etc.?

2. If you have asthma, describe the severity of it. Is it

exercised induced? Do you take regular medications for

it?

3. Do you suffer from shortness of breath or have constant

coughing spells?

4. Do you have a latex allergy or sensitization?

5. Are you presently taking any medication that affects your

heart, lungs, or your ability to wear a respirator?

6. Is there any reason that you cannot shave to provide a

clean-shaven surface for sealing a respirator?

7. Do you have any concerns or other problems with wearing

a respirator?

8. Do you have any medical conditions that would preclude

you from the use of a respirator?

9. Are you currently a smoker?

I have answered the questions truthfully, to the best of my ability and knowledge. I agree to report to my physician,

department/supervisor, and Occupational Health and Safety of any change in my physical health that might affect

my ability to wear a respirator.

Signature – Respirator Wearer

Name (Printed): Worker contact Number:

Title: Department:

Signature: Date:


Attachment II: Respirator Wearer’s Classification of Use

Respirator Wearer’s Classification of Use

Last Name: First Name:

Driver’s License Number: Work Contact Number:

Department: Supervisor Name & Contact Number:

To be completed by Medical Professional upon review of the health survey questionnaire. The respirator

wearer’s classification of use is as follows:

Respirator Use Classification

Check

Box

Explain

No Restrictions on Respirator Use

Respirator Use Recommended with Restrictions

No Respirator Use Under any Circumstances

Undetermined – Further Medical Surveillance

Required

Additional Comments/Follow-up:

Signature – Medical Professional

Name (Printed): Date:

Signature:


Attachment III: Qualitative Respirator Fit Test Report

Subject’s Name:

Employer:

Address:

Postal Code: Phone:

Equipment:

• Half Mask

• Full Face

• Size: S M L OS

Make: Model:

Fitting:

• Positive Pressure Check

• Negative Pressure Check

Exercises:

• Normal breathing

• Turning head side to side

• Talking (rainbow passage)

• Deep Breathing

• Moving head up and down

• Bending over or jogging

Results:

Pass

Fail

The subject passed the fit test.

This test is valid for one year from the test date.

This face piece fit test is valid with any approved cartridge.

Subject Statement: I have been trained in the use of the respirator and I understand that my use of the

respirator must be in accordance with company work rules, manufacturer’s instructions, and CSA regulations.

Subject’s Signature: Date:

Testers Signature: Date:

February 2019 SCP 1

Code of Practice

Silica Code of Practice

Silica is the common name for a group of minerals made of silicon and oxygen, and can be found in most mineral

deposits in both crystalline and non-crystalline (amorphous) forms. Crystalline silica occurs in various forms,

including quartz, cristobalite and tridymite, and is the main concern when considering health effects.

Common materials that contain silica include:

• Rock and sand

• Topsoil and fill

• Concrete, cement, and mortar

• Masonry, brick, and tile

• Granite, sandstone, and slate

• Asphalt containing rock and stone

• Fibrous-cement board containing silica.

Silica is the primary component of many common construction materials, and as a result silica-containing dust can

be generated during many typical construction-related activities, which include:

• Abrasive blasting (e.g. of concrete structures)

• Jackhammering, chipping, or drilling of rock or concrete

• Cutting brick or tiles

• Sawing or grinding concrete

• Tuck point grinding

• Road construction

• Loading, hauling, and dumping gravel

• Demolition of structures containing concrete

• Sweeping concrete dust.

Unprotected workers performing these activities, or working in the vicinity, can be exposed to harmful levels of

airborne silica dust. As a result, the Alberta Occupational Health and Safety Code has established occupational

exposure limits (OEL) for various forms of silica. The form most likely to cause serious adverse health effects is

crystalline silica. The OEL for silica, Crystalline is 0.025 milligrams per cubic meter (mg/m3).

Exposure to crystalline silica dust particles has been linked to health problems such as silicosis. Silicosis results

from the fine silica particles being deposited in the lungs, causing thickening, and scarring of the lung tissue. A

worker may develop any of the three types of silicosis, depending on the concentrations of silica dust and the

duration of exposure:

• Chronic silicosis – develops after 10 or more years of exposure to crystalline silica at relatively low

concentrations.

February 2019 SCP 2

• Accelerated silicosis – develops five to 10 years after initial exposure to crystalline silica at high concentrations.

• Acute silicosis – develops within a few weeks to four to five years after exposure to very high concentrations

of crystalline silica.

Exposure to silica dust has also been linked to simple chronic bronchitis, cancers of the lungs, stomach, nose and

throat, tuberculosis, chronic obstructive pulmonary disease, and various autoimmune related diseases.




obligations of employers, workers, and the government, outlines the general requirements for employers, outlines



Table 2 in Schedule 1 of the Alberta Occupational Health and Safety Code lists the eight-hour OEL for respirable

crystalline silica of 0.025 mg/m3. This is a concentration to which a worker could be exposed to for eight hours a

day, five days a week, without adverse health effects. However, as a suspected carcinogen, crystalline silica is also

an ALARA (as low as reasonably achievable) substance and exposure must be reduced to levels as low as reasonably

achievable below the OEL.

If the work period is more than eight hours in a 24-hour day, the eight-hour OEL must be reduced by multiplying

the OEL limit by the following factors:

Factor Length of Work Period (in Hours)




0.1 More than 16

The Occupational Health and Safety Code (Part 4) requires the development, implementation, and

maintenance of an effective code of practice for the safe and responsible storage, handling, use and disposal

of silica-containing materials.

The District’s Silica Code of Practice addresses the following areas:


• Worker Training

• Work Classification

• Worker Protection


• Worker Health Assessment


February 2019 SCP 3

Hazard Assessment







controls, administrative controls, or Personal Protective Equipment must be used to control the hazards identified.

Engineering controls include such things as using less hazardous substitutes, installation of local ventilation,

installation of dust collection systems, dust control additives and enclosures around work processes.

Administrative controls include such things as establishing practices and procedures, health assessments and worker

training.

Personal Protective Equipment includes the use of respiratory protection, safety glasses, coveralls, and hearing

protection.

Hazard assessments for work sites should be periodically reviewed to ensure that the working conditions have not

changed to create additional hazards. This can be completed using a Task Hazard Analysis Form.

Worker Training

All District employees who are required to work with materials containing crystalline silica must receive training

on the District’s Silica Code of Practice. The content of the training program will consist of both general and site-

specific elements, including, but not limited to:

• Health hazards and potential risks of silica exposure.

• Nature of silica exposure (tasks, procedures, equipment, processes, and areas which could result in and/or

contribute to silica exposure).

• Method of assessing and evaluating silica exposure.

• Control of silica hazards, including engineering, administrative and Personal Protective Equipment.

• Safe work procedures for the handling, use, or release of silica.

• Personal hygiene procedures.

• Administrative process related to medicals, handling of confidential information, communication, and follow-

up.

Contractors shall have their own silica code of practice and have developed safe work practices and procedures for

their employees when performing work tasks dealing with materials containing crystalline silica. As part of the

contract process contractors shall provide copies of their silica code of practice and employee safe work practices

and procedures for working with or around materials containing silica. They must also be familiar with the District’s

Silica Code of Practice and applicable Health and Safety legislation. If there is variance between contractor and

District expectations, the most stringent shall apply.

February 2019 SCP 4

All silica training records will be retained for as long as the employee is expected to perform work dealing with

materials containing silica. Training records for District employees will be maintained by the Human Resources

Department.

Work Classification

A key feature of this code of practice is the classification of work. This classification system allows the

determination of appropriate respirators, measures and procedures that should be followed to protect the worker

from silica dust exposure. Construction-related operations can be classified into three groups: Type 1, Type 2, and

Type 3 operations, and are based on the relative level of risk for each type of construction activity.

Type 1 Operations:

• Inspections inside areas where the worker may be exposed to silica.

• The drilling of holes in concrete or rock that is not part of a tunneling operation or road construction.

• Milling of asphalt from concrete highway pavement.

• Charging mixers and hoppers with silica sand or silica flour consisting of at least 95% silica.

• Entry into a dry mortar removal or abrasive blasting area while airborne dust is visible for less than 15 minutes

for inspection and/or sampling.

• Working within 25 metres of an area where compressed air is being used to remove silica-containing dust

outdoors.

• Any other operation at a work site that requires the handling of silica-containing materials in a way that may

result in a worker being exposed to airborne silica dust.

Type 2 Operations:

• Removal of silica-containing refractory materials with a jackhammer.

• The drilling of holes in concrete or rock that is part of a tunneling or road construction.

• The use of a power tool to cut, grind or polish concrete, masonry, terrazzo, or refractory materials.

• The use of a power tool to remove silica-containing materials.

• Tunneling, including the operation of the tunnel boring machine, tunnel drilling, and tunnel mesh installation.

• Tuckpoint and surface grinding.

• Dry mortar removal with an electric or pneumatic cutting device.

• Dry method dust cleanup from abrasive blasting operations.

• The use of compressed air outdoors for removing silica dust.

• Entry into an area where abrasive blasting is being carried out for more than 15 minutes

Type 3 Operations:

• Abrasive blasting with an abrasive that contains 1% or more silica.

• Abrasive blasting of a material that contains 1% or more silica.

The District supervisors and employees, as well as contractors, should be able to recognize and correctly classify

the types of operations carried out in the workplace, in order to select appropriate Personal Protective Equipment,

and to implement appropriate work procedures and dust control measures.

February 2019 SCP 5

Where a District employee is conducting the work, either the direct supervisor or a competent employee will

implement the necessary control measures based on the work activity operation type.

Where an external contractor is conducting the work, the District will classify the type of operation being performed

and ensure that the protective and control measures implemented by the contractor provides an equal or greater

level of safety.

Worker Protection

Personal Protective Equipment

All District employees who are required to work with materials containing silica must utilize proper Personal

Protective Equipment, including, but not limited to, respiratory protection, safety glasses and protective coveralls.

Additionally, cleaning facilities must be utilized for workers to wash exposed areas (i.e. face and hands) prior to

leaving the work site and/or prior to eating, drinking, or smoking. Protective coveralls shall be removed and stored

at the work site to decrease the chance of workers contaminating areas outside the work site.

The type of respirator used by the worker is based on the type of operation being performed in the work area. The

table below lists the minimum respiratory protection to be utilized for each operation type.

Operation Type Minimum Respiratory Protection

Type 1 Half-mask air purifying respirator equipped with 100 series HEPA filters

Protection Factor = 10

Type 2 Full-face air purifying respirator equipped with 100 series HEPA filters


Type 3 Full-face supplied-air helmet or hood respirator with a neck shroud,

operated in continuous-flow mode

OR

Powered air purifying respirator (PAPR) with 100 series HEPA filters


Dust Control

Effective control options must be used to eliminate or reduce the risk to workers from the hazards of silica dust

exposure. The following hierarchy of control measures must be followed:

• Eliminate/substitution (e.g. using products with less silica or using work methods that would eliminate the need

for surface grinding).

• Engineering controls (e.g. water, local exhaust ventilation, work area enclosure).

• Administration controls (e.g. coordination of tasks with subcontractors, signage).

• Personal Protective equipment (e.g. coveralls, respiratory protection).

February 2019 SCP 6

Where a District employee is only conducting observation tasking and/or walking through sites where silica dust is

prevalent, the employee will adhere to the Lockout/Tagout safe work procedures and equip themselves with the

required Personal Protective Equipment.

Contractors Responsibilities

The classification of the operation will specifically direct contractors to use the best control technology available

for the task and circumstance. In cases where the project has the potential to release an unusually high amount of

dust, and all parties involved are unsure of the adequacy of their control measures, the District will conduct air

sampling in order to ensure that control methods are effective in protecting the workers within the work site and

those in surrounding areas.

Testing the Atmosphere

Atmospheric testing in a work site where silica-containing materials are being used or disturbed, or where there is

visibly an accumulation of airborne dust, should be conducted when the worker has reasonable concerns about the

exposure level within the work area. When this occurs, the worker should not enter the work area until given

clearance by their supervisor or until testing is completed by a competent person. The person measuring the airborne

concentration for the purposes of complying with the eight-hour OEL of 0.025 mg/m3 must make measurements in

accordance with one of the following:

• The NIOSH Manual of Analytical Methods, 4th Edition (August 1994), published by the United States

Department of Health and Human Services, as amended up to and including the 2nd supplement (January 15,

1998),

• Sampling and Analytical Methods published by the U.S. Occupational Safety and Health Administration,

• Methods for the Determination of Hazardous Substances guidance published by the Health and Safety

Executive of Great Britain,

• EPA Test Methods published by the U.S. Environmental Protection Agency (EPA),

• Workplace Air Contamination Sampling Guide published by the Institute de Recherché Robert-Sauvé en Santé

et en Sécurité du Travail (IRRSST),

• ISO Standards and Guides of Air Quality published by ISO Technical Committee TC146, or

• Analyses of Hazardous Substance in Air/DFG Deutsche Forschngsgemeinschaft – Commission for the

Investigation of Health Hazards of Chemical Compounds in the Work Area.

Work in a work area must not commence or continue until measured airborne concentrations are below the

occupational exposure limit or until controls are implemented which protect the workers from exposure.

All measurement results shall be recorded and retained by the District for three years from the date on which the

measurements were taken.

Worker Health Assessment

As defined in the Occupational Health and Safety Code, an exposed worker is a worker who may, reasonably, be

expected to work in a restricted area at least 30 work days in a 12-month period. For an exposed worker who may

be exposed to silica, a health assessment must be performed not more than 30 days after the worker becomes an

February 2019 SCP 7

exposed worker, and then every two years after the first health assessment. The health assessment must be

completed by a health professional and the assessment record must include:

• the identity of the worker and the employer;

• the date of the medical examination, chest x-ray and spirogram;

• a 35 centimetre by 43 centimetre posteroanterior view chest x-ray, including a radiologist’s report;

• a spirogram, conducted by a pulmonary function technician, including determinations, or forced expiratory

volume in the first, second and forced vital capacity;

• a history covering:

o occupational exposures to asbestos, silica, coal dust or other industrial dusts and carcinogens,

o significant exposures to asbestos, silica, coal dust, other dust, and carcinogens during non-work-related

activities,

o significant symptoms that may indicate silicosis, pneumoconiosis, asbestosis, or cancer,

o past and current medical diagnoses of respiratory disease, and

o the worker’s smoking history.

• a written interpretation and explanation of the results of the assessment by a physician, with particular reference

to the worker’s exposure to airborne substances.

The physician carrying out the health assessment must ensure that the records of the health assessment are kept for

not less than 30 years.

Retaining Records

Contractors will retain records of atmospheric testing data and other applicable information related to work sites

dealing with crystalline silica and records shall be submitted to the Construction Department and Maintenance

Department upon request. All records will be retained for a minimum of three years.

February 2019 AMCP 1

Code of Practice

Asbestos Management Code of Practice

Asbestos

Asbestos is the common name given to a family of naturally occurring mineral silicates that are composed of fibres.

The most common types of asbestos that have had significant use include chrysotile, amosite, and crocidolite.

Asbestos was used extensively prior to 1985 because of its valuable reinforcing, insulating, fire-proofing and

corrosion-resisting properties. It was used in various building materials including floor coverings, ceiling tiles,

cement pipes and sheeting, decorative and acoustical coatings, mechanical equipment insulation and fire-proofing

materials. Since 1985 asbestos-containing materials have not been used in the construction of school facilities.

Intact and undisturbed asbestos-containing materials present no health hazard. With proper management

of asbestos-containing materials, the release of asbestos fibres is prevented or minimized, and the risk of

disease as a result of exposure to asbestos fibres is negligible.

Prolonged exposure to high concentrations of asbestos fibres has been linked to health problems such as

asbestosis (scaring of the lungs), lung cancer, mesothelioma (rare cancer of the lining of the chest or abdomen) and

other cancers.




obligations of workers, employers, and the government, outlines the general requirements for employers, outlines



The Occupational Health and Safety Code (Part 4) requires the development, implementation, and maintenance of

an effective code of practice for the safe and responsible management of asbestos-containing materials.

The District’s Asbestos Management Plan addresses the following areas:

• Management Options.

• Identification of Asbestos-containing Materials.

• Procedures and Protocols for Staff.

• Communication Process.

• Renovation and Maintenance Projects.

Asbestos Management Plan

The District’s Asbestos Management Plan follows an acceptable industry standard, and is intended to protect the

wellbeing of employees, students and others by meeting or exceeding all the requirements of Occupational Health

and Safety legislation. This includes the selection of the most appropriate asbestos management option, the

prevention of asbestos fibre release and the proper disposal of all asbestos waste.


Management Options

The asbestos management options that are available to the District are as follows:

Removal – Asbestos-containing material is completely taken out of a facility.

• Removal shall be the only management option if:

o the facility is to be demolished.

o required by building codes.

o the type of asbestos is crocidolite (highly friable form of asbestos).

• Removal shall be the preferred management option if:

o planned work cannot be completed without disturbing the asbestos-containing materials.

o friable asbestos-containing materials are easily accessed by students, staff, and others.

Encapsulation – Asbestos-containing material is coated with a sealant. The sealant penetrates and hardens the

material or covers the surface of the material with a protective coating. All encapsulated materials shall be routinely

inspected for deterioration or damage though the annual site inspection process and/or by the District Occupational

Health and Safety Officers.

• Encapsulation shall only be used as a temporary management option dependent on the condition of the material.

• Encapsulation shall be limited to asbestos-containing materials that:

o will not be subject to further damage by any contact.

o are capable of supporting the additional weight of the sealant.

• Encapsulation shall not be used:

o where the surface of the asbestos-containing materials is highly friable.

o if the fire rating of the asbestos-containing material would be compromised.

Enclosure – Asbestos-containing material is separated from the facility environment by appropriate barriers. All

enclosures shall be systematically inspected for deterioration or damage on an annual basis.

• Enclosure shall not be used in areas where students, staff and others may impact the integrity the enclosure.

• Access behind enclosed locations containing asbestos materials will be restricted to appropriately trained

employees.

Manage-in-place – Asbestos-containing material is maintained “as is”. All manage-in-place materials shall be

systematically inspected for deterioration or damage on an annual basis.

Manage-in-place shall be the preferred management option if the asbestos-containing materials are in good

condition and pose no significant risk to students, staff, and others.

The District has made the decision to only use removal, enclosure, or manage-in-place as options in its facilities.


Asbestos Management Considerations

Once a material has been identified as being asbestos-containing, the management option selected will be

determined by the District Health and Safety Officers and depends on one or more of the following factors:

• Condition

An assessment of the condition of asbestos-containing materials considers the quality of the installation,

adhesion to the underlying substrate, deterioration, and damage.

• Friability

Asbestos-containing materials that can be crumbled, pulverized, or reduced to dust by hand pressure are

friable and have a greater potential for asbestos fibre release.

• Accessibility

Asbestos-containing materials that can be easily accessible are subject to accidental or intentional contact or

damage.

• Activity and movement

Contact with or damage to asbestos-containing materials may be caused by air movement, facility vibration

(from equipment or any other source), or activity and movement of facility occupants.

• Exposed surface area

The exposed surface area of asbestos-containing materials affects the potential for asbestos fibre release and

the potential for contact or damage.

• Asbestos content

Asbestos-containing materials with higher percentages of asbestos have a greater potential for asbestos fibre

release.

• Water damage

Water can dislodge, delaminate, and disturb asbestos-containing materials that are in otherwise

good condition. Water can carry asbestos fibres to other areas and cause release of the asbestos fibres after

evaporation.

• Air plenum or direct air stream

If asbestos-containing materials are located in an air plenum or direct air stream, asbestos fibres may be

carried by ventilation throughout a facility.

• Cost Efficiencies

If more than one management option is acceptable, the cost efficiencies of each option will be considered.

When possible, removal will be the preferred option.

Identification of Asbestos-containing Materials

The District’s Health and Safety Officers conducted an audit of all pre-1985 District facilities, including portable

classrooms, to inventory asbestos-containing materials that could be identified through a visual inspection process.

An inventory (Scope of Asbestos-containing Material Survey) has been developed for each of these facilities, along

with a floor plan map showing where asbestos-containing materials are located. This information is provided to

principals and non-school based department heads, who in turn, shall share this information with their staff.

It will be critical that this information be kept current. As alterations are made to District facilities, any changes to

the state of asbestos-containing materials must be brought to the attention of the District Health and Safety Officers.

Once provided with this information, the District’s Health and Safety Officers can ensure that the Scope of Asbestos-

containing Materials Survey and relevant maps are kept current.


Procedures and Protocols for Staff

District employees must not do anything to disturb asbestos-containing materials. When an employee has concerns

that asbestos-containing materials have been compromised, they should complete a Hazard Report and submit it

through the Electronic Accident Reporting System (EARS). Such Hazard Reports should result in a System Service

Request (SSR) being submitted by administration.

Certified asbestos abatement contractors, approved by the District, are to be used when removing any asbestos-

containing materials. These contractors must follow all requirements of the Alberta Occupational Health and Safety

Act, Regulation and Code and the Alberta Asbestos Abatement Manual. The District also contracts for, or ensures

that, an approved external environmental health and safety consultant monitors the air quality at any site where

asbestos-containing materials are being removed. The District will also ensure that the consultant completes site

inspections and a review of the asbestos abatement contractor’s required documentation. Any air quality reports

produced by the consultant will be shared with the principal or non-school based department head. When

appropriate, this information will in turn be shared with staff.

The District has provided asbestos awareness programs for caretaking staff since 2003 to assist these employees in

identifying any concerns in their facilities related to asbestos-containing materials. These individuals are often in

the best position to identify areas of concern and should be consulted if concerns arise.

The annual Work Site Inspection process is another means of identifying the possible deterioration of asbestos-

containing materials in a facility. Reference should be made to the Scope of Asbestos-containing Materials Survey

and relevant floor plan map.

If an accidental release of asbestos fibres should occur, the following protocols should be followed according

to the severity of the release.

Minor Releases of asbestos fibres could result from such things as a crack in an asbestos pipe sleeve, broken

asbestos-containing floor tile, etc.

• Area should be isolated (approximately one metre around material).

• Hazard Report should be completed and coded medium hazard on the (EARS). This will ensure that all such

releases are recorded on a District basis. A District Health and Safety Officer should be notified of the situation

by telephone.

• Asbestos-containing material should only be removed by a certified abatement contractor. Air quality testing

will be conducted as required.

• Minor releases do not require the notification of all staff.

Major Releases of asbestos fibres could include such things as a portion of a ceiling falling, structural compromise

due to fire, water, etc.

• Evacuate area and control access to the area.

• Immediately have caretaking staff shut off ventilation to prevent migration of fibres to other areas of the facility.

• Immediately notify the office of the Superintendent, Support Services.

• Hazard Report should be completed and coded high hazard on the EARS program.

• Asbestos-containing material should only be removed by a certified abatement contractor. Air quality testing

will occur in these situations.

• All staff in the facility should be informed of the situation and the actions which will be taken.


Communication

It is essential that general information regarding asbestos and the District’s Asbestos Management Plan be shared

with employees and long-term service contractors. Employees should also be made aware of the scope of asbestos-

containing materials present in the facility in which they work. Any employee who has questions related to the

District’s Asbestos Management Plan should direct questions through their principal or non-school based

department head to the District’s Health and Safety Officers. Long-term service contractors must also be provided

with a Scope of Asbestos-Containing Materials Survey for the District facility in which their employees work.

Renovation and Maintenance Projects

District Construction and Maintenance Department staff and the prime contractor on a renovation or maintenance

project must conduct an assessment for asbestos-containing materials that may potentially impact the project. This

assessment will occur prior to the commencement of any work, and will ideally occur during the planning phases

of the project. This assessment must not only address asbestos-containing materials identified through the District’s

visual inspection process, but also potential asbestos-containing materials enclosed in areas that may be impacted

by the project.

Certified asbestos abatement contractors, approved by the District, are to be used when removing any asbestos-

containing materials. These contractors must follow all requirements of the Alberta Occupational Health and Safety

Act, Regulation and Code and the Alberta Asbestos Abatement Manual. The District will contract an approved

external environmental health and safety consultant who will monitor the air quality at any site where asbestos-

containing materials are being removed. The consultant will also conduct site inspections and a review of the

asbestos abatement contractor’s required documentation. Any air quality reports produced by the consultant will be

shared with the District Health and Safety Officers, who will in turn share them with the principal or non-school

based department head.

Prior to commencing the removal of asbestos-containing materials, relevant District staff, including those whose

work area is being impacted, must be informed of the nature of the project and the procedures being put in place to

protect them while work is in progress.


Attachment I - Asbestos Questions and Answers What is asbestos?

Asbestos is the common name given to a family of naturally occurring mineral silicates that are composed of

fibres. The most common types of asbestos that have had significant use include chrysotile, amosite, and

crocidolite.

Why was asbestos used?

Asbestos was used extensively prior to 1980 because of its valuable reinforcing, fire-proofing, insulating, and

corrosion-resisting properties. It was used in various building materials including floor covering, ceiling tile,

cement pipe and sheeting, decorative and acoustical coatings, mechanical equipment insulation, and fire-proofing

materials.

What are the health hazards associated with asbestos?

Prolonged exposure to high levels of asbestos fibres has been linked to such health problems as asbestosis

(scarring of the lungs), lung cancer, mesothelioma (rare cancer of the lining of the chest or abdomen), and other

cancers. These diseases do not develop immediately after asbestos fibre exposure. It may be 20 years or more

before symptoms appear.

Is there any legislation regarding asbestos?

Alberta Human Services, Occupational Health and Safety regulates work with asbestos through the Occupational

Health and Safety Act, Regulation and Code and the Alberta Building Code. The legislation provides specific

requirements for asbestos removal including air monitoring, project notification, and worker training and

certification.

Is it safe to be in a building that contains asbestos?

YES. Industry standards have determined that intact and undisturbed asbestos presents no health hazard. With

proper management of asbestos, the release of asbestos fibres is prevented or minimized, and the risk of disease as

a result of exposure to asbestos fibres is negligible.

What is the District’s approach to asbestos management?

The District has made the decision to only use removal, enclosure, or manage-in-place as options in its facilities.

Removal – Asbestos-containing material is completely taken out of a facility.

Enclosure – Asbestos-containing material is separated from the facility environment by appropriate barriers. All

enclosures shall be systematically inspected for deterioration or damage on an annual basis.

Manage-in-place – Asbestos-containing material is maintained “as is”. All manage-in-place materials shall be

systematically inspected for deterioration or damage on an annual basis.


As part of the District Asbestos Management Plan an inventory (Scope of Asbestos-containing Materials Survey)

has been developed for each facility along with a floor plan showing where asbestos-containing materials are

located. Ongoing inspections of District facilities will help to ensure that the integrity of asbestos-containing

materials has not been compromised.

Is it safe to remove asbestos during the school year?

YES. Asbestos removal work during the school year is completed while the facility is unoccupied (evenings,

weekends, breaks). Employees and students are not allowed to return to the removal area and/or facility until air

quality testing indicates that it is safe to do so. All asbestos removal work is completed in accordance with all

requirements outlined in the Alberta Human Services, Occupational Health and Safety, Alberta Asbestos

Abatement Manual.

What do I do if I have a question or concern about asbestos in my workplace?

Discuss the question/concern with your school administrator. School administration may call upon the resources

and expertise of District Health and Safety Officers. Additional information regarding asbestos and asbestos

removal may also be obtained from the current Alberta Asbestos Abatement Manual.

task hazard analysis

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